think big - St Andrew`s Cathedral School

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Issue no 2 2012
heart
mind
life
the andrean magazine
the people behind the publication
The Magazine Team
Editor In Chief Vicki Fraser
Production Coordinator
Kelsey Hake
Features Editors
Laura Bannister
Melanie Pennington
Louise Panczyk
Creative Advisor /
Photographer
Jack Toohey (OA 2010)
Contributing Artist
Mr Paul Fitzgerald
Head of Visual Arts
(Cover Artwork)
Contributing Writers
Mrs Emma Argall
Christian Development
Teacher
Mr Michael Bersten
Parent
Dr John Collier
Head of School
Grace Grew
Year 11
Ms Lyn Jarvis
Parent and Board Member,
School Foundation
Mr Lucas Roe
IT Assistant and Rugby
Coach OA 2006
Special Thanks
Tom Ashhurst
Alex Abbotsmith Fellow
2007, OA 2007
Ms Shannon Balderson
Gifted and Talented Teacher
Mr Phillip Baldock
Year 7 Tutor/EALD Teacher
Mr Huw Belling
Music Tutor and Composer
in Residence, OA 2003
Mrs Louise Bersten
Parent and Volunteer
Mrs Jane Britton
History and English Teacher
Mrs Katrina Campbell
Internship – History
Tony Chalmers
OA 2010
Mr Derek Champion
Geography with Society and
Culture Teacher
Mrs Alison Courtney
Visual Art and Maths teacher
Alana Dell
OA 2010
Kalia Famiglietti
Year 6
Sophie Farnsworth
Year 12
Mrs Therese Giese
Parent and Volunteer
Edward Happer
Year 12
Max Harris
Year 12 Drama Captain
2011/2012
Mr Garth Hasler
Christian Development
Teacher
Mr Christopher Kim
Science Teacher
Lyndon Leung
Year 12
Yosiah Oshiro
Year 11 School Captain
2012/2013
Veronica Polhill
OA 2007
Sam Refshauge
Programme and Operations
Director at AIME (OA 2002)
Georgia-Rose Purtill
Year 12
Nicola Robinson
OA 2005
Lauren Rutter
OA 2008
Jarrod Simpson
Alex Abbotsmith Fellow
2012
Mr Des Sinovich
Careers Counsellor
Ben Shilson-Josling
Year 12
Mr David Smith
Head of Middle School
Will Stewart
Year 11
Riva Thomson
Year 9
Mr Michael Turton
Head of Sport and Year 9
Coordinator
Mr Ric Van Wachem
Director of Outdoor
Education
Mr Ralph Wilcock
Music Teacher
Artist statement
Thank you to Head of Visual Arts at St Andrew’s, Mr Paul
Fitzgerald for creating a collage of the winning entries from
our cover competition.
Congratulations to the students with featured artworks
Amelia Edsor (stage 2), Kaila Famiglietti (stage 3),
Ivy Stainer (stage 3) and Marcus Vrondas (Stage 2)
To keep up to date with all the latest news and events
visit our website www.sacs.nsw.edu.au
2
ANDREAN MAGAZINE | THE THINK BIG ISSUE
introduction
In this issue of the
Andrean Magazine
we put the spotlight on
Big Thinkers. Whether
pursuing the masterful art
of musical composition,
embarking on the
journey of life beyond
school, or investing
time in valuable MultiLit
assistance, our students,
staff and broader
school community are
continually pursuing
their passions, thinking
outside the box and
taking on new challenges.
In short, they’re thinking
big. Here we tell a handful
of their stories, giving
you a little more insight
into the people who see
potential to change, create
or do – and turn their
thoughts into a reality.
CONTENTS
contents
04 Wise words from big thinkers
18 Pursuing passions
A Q & A with Head of School Dr John
Collier: Creating a school of big thinkers.
Often it’s only those with an award to
their name who get recognised, but it
shouldn’t be the case. We catch up with four
individuals in the SACS community pursuing
their interests beyond the classroom.
06Gifts from the heart create
heartfelt thanks
The School Foundation is behind many
projects supporting and enriching the
learning experience of our students. Board
Member Ms Lyn Jarvis gives thanks for the
generosity of parents and supporters.
08Nurturing a new generation
of learners
Junior School Parent, Mr Michael Bersten
investigates the MultiLit programme that
has transformed his children’s passion
for reading.
10Building character through sport
Old Andrean Lucas Roe explains why sport is
often undervalued as a necessity for building
character in students.
12 The things you taught me
St Andrew’s is a place of learning for all.
Univerity student and Old Andrean, Lauren
Rutter reflects on her learning experience
under the mentorship from Head of Gawura
Mr David North.
14The three worlds of perception:
on stage in the Junior School
The Junior School musical Cinderella and
Rockerfella challenged students in their
understanding of self, community and
world. We go backstage into the educational
benefits of student participation.
16 Taking risks with learning
Middle School students are being
encouraged to be RISKY Learners as part
of the RISKS programme. We find out what
the programme’s about.
20 Inside the mind
The HSC and IB serve as precursors
to university study. We delve into two
Senior College subjects a little left of centre.
22 The art of composition
Music composition is not an easy task.
We find out how the creation of an entirely
new piece of art comes about.
24 Being part of the Cru
St Andrew’s has a history of changing lives
through Christ. Mrs Emma Argall takes us
on a journey revisiting six lives transformed
through Cru lunchtime groups.
26 Mapping your course
Finishing high school opens endless doors
of opportunity. We explore the careers
counselling programme that guides
students in making their decisions.
28 Telling stories in the dark
Separation, war and the unwavering power
of the folk tale. This year our Middle School
Drama Ensemble are tackling something
a little different – an award-winning play
by Debra Oswald.
30 Profile: AIME high
Old Andrean Sam Refshauge shares with
us how he is making a significant impact
in the education sector.
31 Into the writer’s lair
big
Year 11 student, Grace Grew concludes
our ‘Think Big’ edition with an excerpt
of a short story.
beyond
think
wise words from big thinkers
wise words from
thoughts
big
thinkers
Laura Bannister
We’re all thinkers. We’ve all
got a brain suspended in
fluid, held neatly in place by
the skull, with a mind that
just keeps ticking. Every
moment it is moving. But
what transforms a ‘thinker’
into a big thinker? How can
an idea, conceived inside the
mind of one person, work to
change another person, or
even an entire school? Over
a table strewn with papers in
his St Andrew’s House office,
we sat down with our Head
of School, Dr John Collier,
who took a moment to muse
on our issue theme and to
discuss big thinkers in the
education game and beyond.
4
Laura Bannister: You’re a bit of a
history aficionado … who are five key
historical figures that you believe
really shaped their cultural context?
Let’s move to St Andrew’s. A key
catchphrase in classrooms at St
Andrew’s is ‘higher order thinking’.
Can you explain the term?
Dr Collier: What you’re talking about are
people who have caused a paradigm shift
in culture, who have changed the whole
momentum of civilisation.
Higher order thinking is going beyond
the basics of simple learning recall.
Education has moved way beyond
the sense that an educated person is
someone who can simply memorise
things without necessarily understanding
them. As the world is changing quickly,
an educated person is a person
who can apply knowledge and think
through new situations. That [process]
requires higher order skills of thinking
and understanding… evaluating and
synthesising, being ‘thinkers’ rather than
‘regurgitators’. Most subjects would seek
to reach this kind of depth, this deep
learning, to help students use learnt skills
in unfamiliar situations.
Exactly.
Ok, here’s some: Gutenberg, who
invented the printing press in 1453,
providing a possibility for the memory
of culture to pass from oral to written
and a rationale for education, then
mass education. Up until then, reading
and writing were the preserve of a tiny
elite. From Gutenberg came modern
literate and literary civilisation. Another
is Christopher Columbus, who in 1492
set out to sail west to the East Indies. In
doing so he discovered (from a European
perspective) the Americas, and following
that came an opening up for Europeans
of North and South America. [Then] there
is Galileo, who built on the work of early
astronomers to suggest that the universe
was in fact heliocentric, that is, the solar
system planets rotated around the sun,
developing a new sense of the cosmos
in which we live. There’s Martin Luther…
he began the Protestant Reformation,
changing the discourse about religion
to the notion of individual salvation by
faith and so, built the understanding of
Christian faith. The fifth is Albert Einstein
with his Theory of Relativity. His work on
the link between energy, mass and the
speed of light has been seminal to a lot of
modern physics.
THE ANDREAN MAGAZINE | THE THINK BIG EDITION
Is it possible for all students to
engage with higher order thinking?
Yes! All students are able to think things
through beyond the basic and all students
have giftedness in particular areas. It’s
certainly important in schools that we
challenge students with tasks that cause
them to think rather than numb them with
repetitive work.
Do you think teachers have a
responsibility to cultivate excitement
for learning amongst students?
Part of good teaching is to cultivate
excitement, to bring passion to students.
Teachers who are passionate about their
subject will inspire students more. It’s a
key calling of teachers to find that switch
of excitement within a student.
we
Education
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Education
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theway
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has
moved
that anthe
educated
beyond
sense
person
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that an educated
someone
who can
person
is someone
simply
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canmemorise
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without
memorise things
necessarily
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them.
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minds
Why did you decide to become
a teacher?
It was partly because I fell in love with
History and English – to teach them was
a way of continuing my fascination with the
subjects. Also, I had some good models
as teachers who seemed to do something
worthwhile, robust and rigorous. That was
something worth emulating.
What was it about those teachers
that stood out?
Well, they were able to unlock the intrinsic
interest in those subjects and weave a
narrative that I found really fascinating.
And what, on the other hand, makes
a passionate student?
A passionate student can be someone
who really connects with the teacher.
In Australian culture, relational teaching
is really important. If the student feels the
teacher is fair, consistent and caring –
it helps to ignite the student’s passion.
A passionate student can bring great
energy and curiosity to a subject.
As a Head of School and an educator,
you’re constantly exposed to
developing minds with big ideas.
What are some of the most exciting
initiatives or trajectories you’ve seen
students at St Andrew’s follow?
I think this year’s performance of Hamlet
was extremely exciting because of the
performance by students; some were
absolutely brilliant, not just in a school
sense, but a professional sense of acting.
They pursued the boundaries of the play
extensively and brought it to life in a way
that was absolutely astonishing by people
who are still in school. Some of the
Curiouser and Curiouser presentations
of Mrs Dierdre MacPherson’s Gifted and
Talented group also show tremendous
mastery of their topics, far beyond what
would be expected of students that age
(in areas of history, neuroscience and
information technology). I think the IB
Extended Essays in Year 11 and 12 do
this too, where students follow a very
specialist research path beyond what
is normal in secondary school.
BIG thinking starts young
What is the most inspirational thing
you’ve seen someone do or say this
week at SACS?
The presentation of a Year 8 student
in the Curiouser and Curiouser group
on brain research was certainly very
inspiring. Another student sent me his
presentation on whether the universe was
finely tuned for life, which indicated an
ability to engage, at just 14, in questions
of cosmology and philosophy and
astrophysics – that was delightful to see.
Finally, what’s the one educational
realisation you’d love for students
to gain during their time at SACS?
To learn enough to realise how little they
know, so that they’re inspired to keep on
learning. To really value education and
see it as an essential part of fulfilling their
human potential and a way of engaging
the giftedness God has given them,
to learn and benefit society.
Both the IB and HSC promote creative problem solving
THE THINK BIG EDITION | THE ANDREAN MAGAZINE
5
gifts from the heart create heartfelt thanks
gifts from the heart
create heartfelt thanks
Ms Lyn Jarvis
Brand new community-building spaces
Ms Lyn Jarvis is a parent,
former President of the P&F
and now a Board Member on
the St Andrew’s Cathedral
School Foundation; a group
of volunteers who work
to support the school’s
educational endeavours by
providing financial support
and facilitating community
engagement. Here she
reflects on the generosity
of parents and supporters in
recent building projects.
Y
ear 12 is the culmination of
13 years of schooling. It is a
year of tremendous work,
nervous energy, trepidation,
enthusiasm, creativity, hard work, great
friends, growing confidence and looming
independence. It can be daunting for
students and for their parents.
Amazing artworks have been completed,
marked, framed, packaged and posted
for marking. Brilliant designs have been
built, polished, sealed and sent. Textile
creations have been stitched, finalized and
forwarded. Musicians have worn out their
mouths and fingers practicing for their
September finals and our future authors
have completed their last draft of their
literary masterpieces. Down in the BBC,
the foyer has been tense and brimming
with anticipation, as our drama students
perform their HSC pieces for examiners.
Our Year 12 drama students have had
the advantage this year of a refurbished
Black Box Theatre. Performing in a good
space gives our students experience
and confidence to do their very best.
Max Harris, 2011/2012 Drama Captain,
has this to say about the theatre: “It’s a
vastly improved performance space. I’ve
performed a lot in the Black Box and I
think even something as subtle as the
tone of the room to the performer and
audience has been improved. The whole
6
THE ANDREAN MAGAZINE | THE THINK BIG EDITION
space feels much warmer, and while it is
an inherently intimate stage, it feels like
a larger and more professional theatre
now. The Black Box is crucial to drama at
St Andrew’s, especially to the ensemble
productions, and having improved seating,
lighting, and a bigger stage space is
extremely beneficial. Also they put in nice
comfy seats.”
Our Class of 2012 have also utilised brand
new Visual Arts facilities this year. The new
department is much larger, giving more
space for students to create their major
work. As one Year 12 student commented,
“There is more space for making art work,
more space for storing it, a large stash of
supplies, more space for exhibiting work,
better computer access and a relaxed
atmosphere which encourages creativity
and sharing of ideas and feedback from
the teachers and other students”.
Another real bonus for Year 12 has been
a Common Room just for them – a real
privilege and a great place to unwind
from the stresses of a difficult year and to
connect with friends and peers, making it
an inclusive and cohesive year group.
gifts from the heart create heartfelt thanks
Amazing artworks have been completed, marked,
framed, packaged and posted for marking. Brilliant
designs have been built, polished, sealed and sent.
Students on their lunch break in the new Year 12 café
How was all this accomplished?
It was thanks to the donations of SACS
parents, who have generously contributed
to the Voluntary Building Fund when
paying their fees. St Andrew’s is extremely
grateful for voluntary contributions as
they play a vital role in maintaining and
improving school facilities. In 2012,
substantial steps to enliven our campuses
have been made with your help including:
•
•
•
•
•
•
•
Year 12 Café
Visual Arts Centre
Upgrade of Black Box Drama Theatre
New Drama and Language Centres
Level 5 Examination and Event Centre
Relocation of Uniform Shop
New meeting rooms for the School
Councillors
• Additional general classrooms
The master plan of SACS aims to facilitate
enriched learning and teaching practices.
Looking ahead, there are more exciting
things in store, including the greening
of Level 9 SAH and the Terrace at BBC.
Each time you receive your invoice for
fees, you have the opportunity to donate
a little extra to the Building Fund. It is with
these tax-deductible donations that the
school is able to continually update our
facilities, ensuring our students have first
rate educational equipment. The impact
of these donations is felt daily by staff and
students.
Thank you to every parent who contributes
regularly to the Voluntary Building Fund.
For those who have yet to do so, look
at the exciting things we can achieve
together as we launch our students into
the world and their amazing futures.
Reaping the benefits
Each year the most outstanding
works from the HSC Drama major
works are nominated for inclusion
in the OnStage performance, held
at the Seymour Centre in the
following February.
This year, two pieces from St Andrew’s
performed for examiners in the Black
Box Theatre have been nominated:
One group piece, Sensitive Men, with
Alex Beauman, Joe Goddard, Max
Harris and Harry Welsh and also the
individual performance of Max Harris
from Diary of a Madman.
If you would like more information
on the SACS Foundation
or the Voluntary Building Fund,
please contact Mrs Lucy Crook,
Foundation Manager via
telephone: (02) 9008 5466 or
email: [email protected]
A brand new exhibition space for our Visual Arts department
Year 12 works on display
THE THINK BIG EDITION | THE ANDREAN MAGAZINE
7
nurturing a new generation of learners
nurturing a
new generation
of learners
The effect
on our kids is
obvious. They
see Louise get
pleasure from
volunteering.
Mr Michael Bersten
Reading continues to be a high priority at St Andrew’s, particularly in our Junior School.
Right now, a new breed of classroom volunteers is emerging, offering to play a key role in
strengthening reading skills. Mr Michael Bersten, a Junior School parent at St Andrew’s,
takes a look into his wife’s volunteer work as part of the MultiLit programme.
Strange things are happening at
the moment.
Our children ask to be taken to bookshops
for a treat. They read books at home for
pleasure. I like what is happening but I
had to find out why. First, I ask the kids.
They admit to reading before school. They
even admit to reading with grownups at
school. Who are they, these grownups?
Yes teachers… but also, parents.
And then I was shocked.
My wife Louise is a volunteer at the school,
along with some other parents, who help
children with their reading. She likes it,
my children like it and so do the other
children who are involved in reading. But
what does St Andrew’s think about this?
Isn’t the business of education to be left to
teachers, at least when in the classroom?
Mr Phillip Baldock, English as an
Additional Language/ Dialect Teacher
and MultiLit Coordinator, is emphatic
on the importance of volunteers.
“Parents really help the school offer
more opportunities to more students,”
he says, “Particularly the chance to
practice reading one on one.”
Still, as the skeptical dad of Bruno, Year 3,
and Viola, Year 2, I wanted more details.
How much help can parents offer assisting
with reading in class?
Louise told me her greatest volunteer
commitment right now is with the MultiLit
programme in Junior School, run by the
Enrichment and Learning Department. She
manages the volunteer schedule to ensure
that every student involved receives a
minimum of three sessions a week.
Four times a week she spends a couple
of hours working with select students.
MultiLit is a structured literacy programme
to help kids improve their reading skill,
relevant to those at any reading level. It
is run during the school day and each
session takes about twenty minutes. On
a typical day my wife might work with
between four and six students. Mainly she
goes through word lists, some of which
are timed to help embed an automatic
word recognition and fluency in students.
The sessions finish with a book reading.
I decide to ask Louise why she is a MultiLit
volunteer. She says literacy is more
important than ever: “I know reading has
always been considered important by
each generation in our junior schools,
but even compared with my parents’
generation, reading and expressing
ourselves in writing is essential given the
increase in technology, business and
social networking.”
I know Louise has no special background
as a teacher – she trained as an architect
and has had a 20-year career. In fact,
I know that until we had our own kids,
we had little experience with other
children or indeed children’s literacy.
But I can see it has become one of
Louise’s great interests.
The effect on our kids is obvious. They
see Louise get pleasure from volunteering
and from being part of the reading
programme. That clearly inspires them
to make reading an important part of
their life. I hope the volunteering spirit is
rubbing off on them too.
Quite honestly, it’s obvious Louise is
excited about the 18 months she has
spent so far as a volunteer. She loves the
reward of seeing kids who have worked
hard on their reading gain confidence and
fluency. The talk at home is often about
the achievements of students as they grow
in ability – and not just our own.
This year SACS has eleven Junior School
students in the programme and seven
volunteers. Each volunteer has offered to
make themselves available for an hour or
two a week during the school morning.
Training each volunteer in the MultiLit
system is very straightforward and takes
only a short time. Louise is on a mission
to get more parents to volunteer and
increase the progress of students who
may need reading assistance. St Andrew’s
would love to expand it, but need more
generous people on board.
we
Want to become a volunteer
or simply find out more?
Contact Mr Phillip Baldock:
[email protected]
I have wondered what the kids think when
they see Louise at their school. Louise
tells me they get a thrill from seeing her
in school, whether or not she has any
involvement in their own class. “I think
that sense of being involved with the
school is very positive for their own sense
of belonging to SACS and their positive
attitude to learning,” she explained.
One at a time
8
THE ANDREAN MAGAZINE | THE THINK BIG EDITION
volunteers
nurturing a new generation of learners
Louise’s reading tips for parents and carers
My exposure to MultiLit has introduced me
to some great strategies. Techniques such
as ‘Pause/Prompt/Praise’ are very important.
It can be easy to bounce along a text
without giving any positive reinforcement.
Praise is fantastic for building confidence.
I think at times I have rushed to help my
young kids with unfamiliar words. It’s
natural to be tempted to jump in and
correct them, but it is also important
to take a deep breath and give them a
chance to figure it out for themselves.
Sometimes that pause can get to be
quite long, but the process of trying an
unfamiliar word or making mistakes is
very important in the learning process.
Starting fresh material
When reading has stalled, a small prompt
to help a student try again is useful, such
as breaking a word into parts.
that the action in the story isn’t being
glossed over in favour of sounding out
words correctly – understanding and
pronunciation can go hand in hand.
My kids want to attempt harder books that
have more unfamiliar words. I get that
sometimes new books are much more
exciting than ones they’ve read before and
I am very encouraging of them wanting
to explore new things, but sometimes
we need to slow down too. That is, by
practicing easier books in the interests of
speeding their reading up and focusing on
expression and fluency.
I try to ask questions at the end of
a page or section. Just to establish
Mrs Bersten doing MultiLit activities
Back row: (left to right) Volunteers Mrs Lily Chek, Mr Phillip Baldock (EALD Teacher), Ms Josslyn Vasic Middle row: Mrs Terese Foster Front row: Mrs Louise Bersten,
Mrs Heather Beveridge, Mr Rod Thompson
THE THINK BIG EDITION | THE ANDREAN MAGAZINE
9
building character through sport
building
character
through
sport
Mr Lucas Roe
“When considering the
stature of an athlete or for
that matter any person,
I set great store in certain
qualities which I believe
to be essential in addition
to skill. They are that the
person conducts his or
her life with dignity, with
integrity, courage, and
perhaps most of all, with
modesty. These virtues
are totally compatible
with pride, ambition,
and competitiveness.”
Sir Donald Bradman
T
he don’s famous
quote highlights
an aspect of sport that is often
forgotten: its developmental
importance. Perhaps this is
clouded by sport’s often dominating
competitiveness or the shrill screams of
supporters cheering their team on in the
pursuit for success. Sport plays a pivotal
role in the development of young minds,
especially in the senior years, as students
really begin to develop a mental maturity.
Today, as we become increasingly reliant
upon new and innovative technologies,
participation in sport is more important
than ever.
1
As Mr Michael Turton, Head of Sport and
Year 9 Coordinator at St Andrew’s says,
“our aim is to provide a programme that
is inclusive of all and aimed at developing
the all-round student”. He stresses that
the importance of physical activity
and organised competition can play
“a huge role in the academic and social
development of young people.”
Learning the skills and qualities to
conduct your life with dignity, integrity,
courage and modesty requires a
continuous practical refinement.
Acquiring these skills cannot be found
by searching for them on the web, nor
can they be learnt by the tweets of your
favourite player or watching hours of
‘how-to’ videos. Whilst this may all help,
unfortunately these skills need to be
learnt, practised and refined. Sport
exists as the perfect platform for this
– a complex combination of exercise,
social interaction and dynamic challenges
to help refine a student’s integrity
and courage.
2012/2013 School Captain and rugby
player, Yosiah Oshiro, has been able to
reflect on the game as something that
has made a significant contribution to
his persona. "Rugby at SACS has taught
me the importance of teamwork and
leadership. Without these two key
elements you cannot succeed in not only
rugby but in other aspects of life too…
I try to lead through my actions both
on and off the field.”
As technology continues to saturate our
lives we are gradually experiencing what
is known as a ‘real-virtuality.’ That is, a
THE ANDREAN MAGAZINE | THE THINK BIG EDITION
sociological theory used to highlight
how the internet has entered the fabric
of society to the extent that there is no
virtual reality to talk about; the virtual
has become real in its consequences.
Perhaps this is an exaggeration, but
the effects and theoretical assumptions
are undoubtedly emerging. There is
a digital divide that exists today and as
the online world proliferates it becomes
easier to forget about our offline
worlds, replacing the physical with the
virtual. This real-virtuality highlights
the increased importance of sport for
students. Participation in sport allows for
the development of an all-round student
and may counter any detrimental effects.
As Mr Turton says, “SACS students love to
represent the school and participate with
their class mates, with the win and loss
column not the overriding factor
for them."
The combination of the physical support
by parents, coaching staff and teachers
all add to the broader developmental
qualities of sport to ensure pride,
ambition, and competitiveness are
complemented equally with the essential
characteristics of dignity, integrity and
courage. This community of support
acts as part of the increasingly important
networks to develop social interaction
and refine these qualities; and it is the
offline world where these are realised
and refined to their fullest potential.
At St Andrew’s, students are fortunate
to have the opportunity to participate
in over 20 sporting and co-curricular
activities – opportunities which I’ve been
fortunate enough to experience as both
sport creates
and strengthens
friendships, with
both teammates
and coaches
Rooftop session
Sport plays
a pivotal role in
the development
of young minds,
especially in
the senior years,
as students
really begin to
develop a mental
maturity.
a student and coach. Having personally
coached four rugby teams at SACS I
have witnessed the numerous all-round
students who benefit greatly from their
participation in sport. 350 students
participate in the non-compulsory
summer sport programmes. According
to Mr Turton this shows “the value and
enjoyment the students get out of their
sport and co-curricular activities.”
Yosiah Oshiro confirms this sentiment.
He explains that sport “creates and
strengthens friendships, with both
teammates and coaches,” adding another
layer to the dynamism of relationships
at St Andrew’s. For him, schoolboy rugby
is “the most enjoyable footy out there
because you bond with your teammates
at school five days of the week, then
play together on a Saturday.” These
words were evidenced on a number of
occasions that I have been coaching –
and the reason why I have continued to
coach rugby. Actually witnessing these
virtues and qualities instil themselves in
the students is encouraging. It fills me
with confidence to know that the sporting
programs at SACS, combined with the
inspiring student leadership may prevail
to reduce the largely unknown effects
of this emerging ‘real-virtuality’.
Next time you’re out on a Saturday
morning participating or supporting
SACS students, try to remember that the
virtues of dignity, integrity, courage and
modesty can all be learnt through sport.
Try and realise the instances where these
may be exemplified and help facilitate
these qualities to complement the
fundamental virtues of pride, ambition
and competitiveness. It is important to
remember that the online world may
act to complement our offline world,
but it can never replace it completely.
Especially in the face of adversity we
must remember and recognise the
developmental aspects of sport as they
are more important than purely seeking
on-field success. Trophies, awards and
medals will all corrode, but friends and
virtues gather no dust.
Mr Lucas Roe is an Old Andrean (2006),
a member of the IT Department and
long-time Rugby Coach at St Andrew’s.
He is currently in the final year of
a Bachelor of Socio-Legal Studies
(Honours) at the University of Sydney.
Mr Lucas Roe and Rugby player Yosiah Oshiro
THE THINK BIG EDITION | THE ANDREAN MAGAZINE
2
the things you taught me
the things
you taught me
Lauren Rutter (as told to Laura Bannister)
It’s not only students who learn at schools. Ms Lauren Rutter, a third year Primary Education
student at The University of Notre Dame, has learnt her first lessons in practical teaching
and Indigenous education under the mentorship of a St Andrew’s teacher. Here she shares
how Head of Gawura, Mr David North, has taught her the importance of strong literacy and
numeracy in the curriculum, growing strong learning communities and why she should
always keep on her feet.
The beginning
I had never seriously considered teaching
as a career while I was at school and it
wasn’t until I had spent some time working
at Gawura that I realised how much I loved
working with children. I loved the idea
of making a big difference in someone’s
education that really needed it – that
somehow felt more rewarding.
My relationship with the campus began
on a casual basis when I was a Year 12
student at St Andrew’s. I wanted to get
involved with the programme and began
spending time there in my study hall
breaks. The unique set-up of the school
as well as the vibrant personalities and
love of learning exhibited by the students
were truly what inspired me. When I
graduated St Andrew’s, I talked to the then
Head of School, Mr Phillip Heath, and let
him know I would love to do a gap year
assisting at Gawura. He encouraged me
to write a letter to the staff explaining
why I was interested – luckily they were.
I became a Teacher’s Aide, working full
time in Gawura for one year. I later began
a teaching degree. David was very flexible,
allowing me to work a few days a week
based around my university schedule.
New tricks
As most people studying would find,
having entered the hands-on workplace,
there’s a lot of things you learn on the
job that university didn’t prepare you for.
My first exposure to teaching – to really
looking at the way a teacher relates to
their students – occurred in the Gawura
classroom. The first and most important
thing David has taught me is to always
have a pen in my hand and always be
walking around the room. He’s drilled
that into me! Neither of these things have
been mentioned at university – they are
something so individual to David. The
reason he stresses them is this – sitting
behind a desk at the front of the room, you
can’t possibly see who is working and who
isn’t, who understands it all and who really
needs help. You need to be amongst your
class, always on your feet.
On my ‘prac’ work at other schools, I
have been complimented for actively
walking around the classroom, even when
students are doing independent work. Lots
of people notice it. It’s seriously exhausting
sometimes. My current prac class has 24
boys and I find it had to get around to
everyone. But it’s important to be able
to relate to them and keep on track with
individuals.
Another thing I’ve learnt is the importance
of organising the school day. David always
put reading as the first subject, as Gawura
places great emphasis on literacy learning.
It’s reflected through comprehensive
reading, writing and language routines.
Reading is expected at home every night.
By teaching the subject or lessons that
you think are the most important in the
morning, you use the time when students
are the most alert and concentrated
to your advantage. Our students are at
different learning levels and we have to
be acutely aware of their abilities. This
can be hard, but in the long term, it
teaches me things and encourages me to
carefully differentiate learning and not be
complacent as a teacher.
create a positive and meaningful learning
experience for our students.
I’ve really looked up to the way David gives
his time to others. It’s so special to see the
incredible rapport he continues to have
with parents. He consistently tells every
member of the Gawura community that
the door is always open. To our pleasure,
the classroom is always filled with regular
visitors, adding to the ever-warm vibe of
the place – that’s something that has really
inspired me.
Where would I like to be over the next few
years? I’d love to have my own class. I’d
love to be continuing a relationship with
Gawura. I want to be a creative, exciting
teacher with lots of new ideas, making
a big difference in the education of the
students I teach.
The bonds that bind us
Working with Aboriginal and Torres
Strait Islander students, and building
relationships with individuals as they
move through school, has been an
amazing experience for me. I’ve been
able to watch them change and learn so
much. All Indigenous focused schools
seem to develop strong relationships
with the broader community and parents.
It’s so important to Indigenous people
to foster this sense of togetherness and
Mr David North, Head of Gawura
12
THE ANDREAN MAGAZINE | THE THINK BIG EDITION
Ms Lauren Rutter assists Gawura student Imani
I’ve really
looked up to the
way David gives
his time to others.
It’s so special to
see the incredible
rapport he
continues to have
with parents.
TJ ready for the new school day
THE THINK BIG EDITION | THE ANDREAN MAGAZINE
13
on stage in the junior school
The experience
challenges them
to try new ideas.
the three worlds of perception:
on stage in
the junior school
Vicki Fraser
T
14
he theatre was buzzing with
activity as we counted down the
minutes to the final curtain call
on opening night of the comical,
pantomime-style fairy tale Cinderella
and Rockerfella. The excitement of the
students was contagious; it filtered from
the change rooms back of stage where
children of all ages from Kindergarten to
Year 6 were transformed into fairy tale
characters by vibrant and quirky costumes
and brilliant, outrageous hair and makeup.
The set had been built and installed, the
culmination of weeks of hard work by
volunteer parents and Junior and Middle
School students. To those of us who
wandered in to take our seats just at that
moment, it was apparent that the magic
of anticipation was all around us: those
elusive concepts that make up theatre
were all at play. The students were an
integral part of a humorous, musical and
energetic production in which all their
imagination, creativity and senses could
come together to entertain, enthral and
amaze the audience. And we were not
disappointed; the students engaged
and delighted us immediately with
confidence, humour and immense talent.
Fan-tastic!
All together now
What value do we place on these
experiences for students at SACS? Much
has been documented on the place of
performing arts in the curriculum. A
recent paper published by the Australian
Council of Educational Research (ACER) ,
comments that “experiencing the Arts is
natural and necessary for all children and
young people as part of their learning;
that through the Arts they gain access
to the real world and to other possible
imaginative worlds, and make coherent
THE ANDREAN MAGAZINE | THE THINK BIG EDITION
meaning and order for themselves out of
the welter of impressions and sensations
bombarding them, from inside and out,
before and from birth.”
Taking on the challenges of a new skill,
performing a solo for the first time,
delivering lines in character and learning
to perform in front of a supportive
audience of friends and relatives can
help students make transformational
changes in their learning. The experience
challenges them to try new ideas. Selfawareness grows along with the personal
satisfaction that they gave it a go, and
it paid off! Taking such risks in learning
(in the safety of a school environment)
allows early learners to develop positive
mental habits that extend to other
classroom lessons and to life beyond
school. As much as the audience loved
on stage in the junior school
thoughts
Some crazy crimped hair to top off a costume
Behind you, behind the scenes!.
the show, a greater sense of satisfaction
for the actors and musicians was at
play. Watching, learning and creating in
a performing arts atmosphere allows
students to engage in problem solving,
to think and analyse complex problems,
and to aspire to reach high standards
of excellence. Performing arts requires
dedication, concentration and with that
brings understanding to all of our worlds:
of oneself, our community, and the world
beyond us. The artistic experience brings
physical, social, intellectual, emotional
and aesthetic awareness together. The
students, as much as the audience,
become the recipients of the theatre
experience and they take it into all other
parts of their life.
*Australian Council for Educational Research
(2010) ‘The Arts and Australian Education: Realising
potential,’ Robyn Ewing.
Junior School performer
Just dance
Hey there!
Fit for a king
All in the details
THE THINK BIG EDITION | THE ANDREAN MAGAZINE
15
taking risks
with
learning
Vicki Fraser | Louise Panczyk
The Middle School team at SACS understand the essential
characteristics of young adolescents and the importance of
encouraging them to be actively involved in their educational
trajectory. Placing them at the centre of the learning process,
and encouraging them to take a major part in their own
learning, Middle School teachers have launched a campaign
this year that urges students to be risky learners.
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THE ANDREAN MAGAZINE | THE THINK BIG EDITION
taking risks with learning
F
or mr david smith,
Head of Middle
School, it is a subject dear to his
heart. “Too many students think
that education is something that
just happens to them, but they need to
know that they are a really important
part of the process,” he explains.
“Taking risks in their learning – within
the safe environment of the classroom,
questioning, getting involved and learning
self-control help students not only stay on
task, but gives them the essential skills and
confidence to build on knowledge that
they already have.”
Caring and helping others is a
fundamental part of the equation as
well. Developing as a person, being able
to take up challenges and to function
well in all aspects of their lives is what
the RISKS programme, designed by the
teaching team in the Middle School, is all
about. A series of posters are displayed in
classrooms and hallways, highlighting the
five research based elements of the RISKS
programme – Respect, Involvement, Selfcontrol, Kindness and Service.
History and English teacher Mrs Jane
Britton explains it in more detail. “RISKS
is a way to help create a specific Middle
School culture. It is a way to give our
students a direction and to articulate their
responsibilities. Many students do not
take risks in the classroom; therefore they
doubt themselves and don’t progress any
further. They need to take learning risks, so
they can gain confidence and grow”.
So how is this articulated in the classroom?
We asked three of our passionate Middle
School teachers to explain how innovative
and thoughtful teaching practice can
ignite a passion for learning in students.
Mr Christopher Kim, Science teacher:
“As the teacher [you need to] make sure
that you are not doing all the work at the
front of the classroom... Students are
kinaesthetic learners; we need to attract
the senses. My students like things that
burn and explode and make a lot of noise,
but you have to go beyond this and make
sure they are learning from these things.
Why does something burn, what makes it
explode and how come it is so loud? To
engage students in learning, the subject
needs to be relevant to them, interesting
and fun. Middle School years are very
important – that is where you engage
the students who will do science in their
senior years.”
Mrs Alison Courtney, Visual Arts
and Maths teacher:
Daniel Chen’s Kinetic Sculpture
“One thing with Middle School Art
classes is to keep surprising them, so
the artists and artwork we choose [to
study] are interesting and different – a bit
unexpected to jerk the imagination. It is
important to help students to develop an
awareness of their own world, and seeing
their awareness as a stimulus for their own
art – to find inspiration in the things that
are around them. In my Year 9 elective
Visual Arts class we look at the human
form and sculptural focus, including
kinetic sculptures. In this case, we aren’t
thinking about the human body anymore,
but about making a moving sculpture.
I invited a dance teacher to come into
the school and teach the students some
dance moves. Then my class was split in
half – one half continued to dance and
the other half sat down and drew them in
motion. [Some students] really started to
let go of their anxiety about drawing and
be more gestural in their artwork.”
Valentina Couloumbis’ Kinetic Sculpture
Ms Shannon Balderson, Gifted and
Talented and Mathematics Teacher:
“The environment that students learn in is
just as important as what they are learning.
It should be fun and stimulating. I have
posted maths problems and equations
on the wall that my students can think
about and solve if they want to… I’m trying
to provide my students with a sense of
confidence and let them know that maths
is not scary. Maths is not an isolated
subject – it filters into other areas. Giving
students a context can help them to be
more interested in it. I encourage a sense
of investigation in maths.”
(RESPECT + INVOLVEMENT + SELF CONTROL +
KINDNESS + SERVICE ) = EMPOWERMENT
What are the characteristics of being a RISKY learner?
The first and essential part of being a RISKY learner is to learn to respect and
appreciate other students, offering courtesy and giving consideration to other points
of view. Encouraging a student to be involved in their own learning beats boredom
in the classroom! Involvement creates success, extends the student’s learning
opportunities and builds skills. Self-control develops good habits for learning and
for life. It also helps develop strength of mind and helps overcome the temptation
to procrastinate or be lazy. Kindness should come from everyone, everywhere and
is a vital part of our school culture – students should model this for others. Finding
ways to serve in the community shows a willingness to help others and make a real
difference without expecting material reward.
Ms Balderson helping two of her students in Maths
Caring and
helping others
is a fundamental
part of the equation
as well.
Be a Risky
Learner
Respect
Involvement
Self-control
Kindness
Service
Be a Risky Learner poster 2012
THE THINK BIG EDITION | THE ANDREAN MAGAZINE
17
pursuing passions
pursuing passions
Melanie Pennington
With so many passionate students and staff at SACS, it can be easy for some to fly under the
radar. After school, during lunch, throughout their holidays, there are countless individuals
who spend their time honing skills, polishing their technique and becoming more proficient
at the things they love. We caught up with four individuals in our school community who
are quietly pursuing their passions outside the classroom and brought their stories to you.
Kaila Famiglietti
Lyndon Leung
Year 6
Community Service Captain, Year 12
“Dance is part of me.
It’s part of my bones.
I have to dance.”
“I’ve always had
empathy for people;
it’s just second
nature for me to
help someone
in need.”
Kaila Famiglietti, Year 6, lives and breathes dance. Insisting
Ballet is her favourite because “It’s probably the most elegant
and the most peaceful,” she’s represented St Andrew’s in The
Swan at the IPSHA Performance and most recently starred
as ‘Fairy Kate’ in the Junior School Musical Cinderella and
Rockerfella.
Outgoing Community Service Captain Lyndon Yeung has a
big heart for people. Initially hesitant to assume a leadership
position, Lyndon has grown in confidence and passion this
year. “If you want to make a difference in the world... You
have to start somewhere and what better place to start than
the local community, where I feel like I belong,” he explains.
Dancing since age 5 and excelling through the grades
in Ballet, Modern and Technique, she’s recently joined
renowned performing arts academy Brent Street to improve
her prospects as a dancer.
Lyndon has coordinated bake sales, fundraising strategies
for various charities and most proudly, established a link
with Bread of Life, a homeless breakfast ministry through
St. Michael’s Anglican Church, Surry Hills. Emphasising
the opportunity it is to understand and empathise with the
homeless, Lyndon hopes the programme within St Andrew’s
will continue.
Music Teacher, Miss Kate Scarfo can see her potential. “[Kaila]
takes initiative,” she says describing Kaila’s leadership in the
movement of the fairies in the Junior School Musical. “She
creates opportunities for herself and she’ll excel doing that.”
Cutting down to only three afternoons of dance this year,
Kaila will start back up on the extensive list of dance next
year. Along with hopes of pursing dance as a career, her
ongoing goal is to increase her flexibility to improve her
technique
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THE ANDREAN MAGAZINE | THE THINK BIG EDITION
“If you can provide a service to other people, you’re part of
something much greater and much bigger than just yourself.
If [people are] living for themselves, they’re isolated and they
don’t really know their world.”
Hoping to retain “an ethos of working for other people,”
Lyndon hopes to study human rights law at university, but
not without a trip to Argentina with the Antipodeans first.
pursuing passions
what we love
Riva Thomson
Ric Van Wachem
Year 9
Director of Outdoor Education
“[Textiles] is not
something I have
to do, it’s something
I want to do.”
After only discovering a love for fashion and textiles this year,
Riva Thompson, Year 9, has already taken it to a whole new
level – a market stall!
Realising that as well as being out of her budget, One
Teaspoon brand denim shorts didn’t fit her well, Riva decided
to make her own. “If I have a pair of jeans or shorts that I like
and they fit me well, I’ll make them into something I really
like to wear,” she explains. “I’d gotten a pair of old shorts one
day and cut them, distressed them and bleached them. They
looked pretty good.”
But one pair turned into two and soon she’d sold a pair
to her friend. A few months down the track, today Riva has
over 20 pairs of shorts and preparing for a summer market
stall. “I just thought it would be a good idea and its fun,” she
explains. “It’ll be a good way to make money.”
Sourcing old jeans from friends, op-shops or even buying
new pairs in sales, Riva changes the shape, tears, distresses,
bleaches and dyes them. “I kind of thought of the ideas
myself and I saw them in shops and thought, ‘oh, that would
be really nice,’ so I tried to recreate them at home.”
Textiles teacher and Head of TAS, Mrs Corinna Bailey has seen
Riva’s “really cute range” and excited Riva has pursed textiles
beyond the classroom. “I think that’s probably the exciting
thing, she hasn’t just thought, ‘Well this is something I do at
school in Textiles,’ she’s thought about how she could apply [all
she’s learnt] in lots and lots of different ways.”
“I’m always trying
to come up with
ideas about how
we can do things
better, how can we
do things differently
[and] what other
trips are out there.”
Director of Outdoor Education for more than a decade,
Mr Ric Van Wachem has a desire to share his love for the
outdoors. Originally a Mathematics teacher, he saw the
potential for students to respond outside the classroom and
now retains a love for seeing students achieving more than
what they thought they could.
The once competitive white water kayaker with a dislike
for hiking has built the St Andrew’s Outdoor Education
programme to what it is today. “I don’t like the status quo and
I like to think of what are other ways in which we can make
things more exciting. So if I think there’s something out there
that people might enjoy or like to do – or I’d like to do –
[I say] ‘let’s give this a shot’,” he explains.
Most recently, Ric has been growing programmes
for parents to experience what their children do and
strengthen the school community. Four parents went to
Nepal in September and are hoping for a future trip to India.
“I want parents to see what some of our kids do. I want
them to share that with others.”
“I often tell this to parents, when I taught mathematics,
there were kids who love mathematics and kids who hated
mathematics, and some kids who just tolerated it. They all
said ‘why do we do it?’ I often have kids saying why do we do
Outdoor Ed, and I see real benefit in a sense of achievement
from the kids, they achieved something they didn’t think they
were capable of.”
THE THINK BIG EDITION | THE ANDREAN MAGAZINE
19
inside the mind
Laura Bannister
“Like Psychology, Society and Culture has an element of uncertainty that students have
to tolerate… For some young people, that’s difficult, because they want to know the answer.
You have to evaluate things, understand perspectives and theories and know there isn’t
necessarily one solution to a question.”
– Derek Champion
Inside the mind
Revising at the end of term
T
here are certain subjects that
let students move beyond the
normal boundaries of learning,
encouraging them to broaden
their horizons in ways they’d never
imagined, to think laterally and critically
about what they are taught. These
disciplines provide the basic foundations
of university-level subjects, and require
a similar standard of dedication. We
decided to delve a little further into two
Senior College subjects that are a little
left of centre: Society and Culture (HSC)
and Psychology (IB).
It was Society and Culture that first drew
Mr Derek Champion to accept a teaching
position at St Andrew’s. The subject had
always fascinated him, first in university
where he studied a minor in Sociology
(and majors in Psychology and History)
and then as a teacher and Board of
Studies marker. As he explains over a
quick coffee before class, humanities
students tend to flourish in the subject:
those with open minds, strong writing
skills and a sense of critical literacy.
“It’s really student driven,” Mr Champion
says. “It deals with big issues, controversial
ones at times. A huge component of
society and culture is Gender Studies:
roles, stereotypes and sexuality. Students
love to discuss those things.” As a teacher,
he believes the subject is “always fresh”
due to its flexibility. “Essentially it deals
with social and cultural issues and so it
gives you a lot of room to bring in current
things that are happening; to make it
contemporary. That’s probably the main
reason I like teaching it.”
Society and Culture
A small class size also helps foster genuine
discussions. Though 45 students currently
study Society and Culture, Mr Champion
only works with 15. One of these is Sophie
Farnsworth, Year 12. Initially drawn to the
subject because of its focus on change
and continuity across different societies,
she has found the open-ended nature of
classes and intriguing debate topics – such
as Does legislation redress inequalities
or enhance them? – work well with her
inquisitive learning style.
“This subject is great for anyone interested
in social justice issues,” explains Sophie.
Discussion and debate are a regular feature of Society
and Culture classes
Mr Champion with SACS students in his Psychology class
“You learn to view the media with scrutiny,
to understand that all news stories
have a background and the way they
are presented can be driven by profit
motives. I want to be a journalist and
saw the PIP part of the course [Personal
Interest Project, a major work of 4000
words minimum] as a way to enhance
my research skills. I’ve interviewed some
really interesting people, like the Head of
Sociology at Sydney University.”
higher order thinking, it’s really students
developing an agency in their learning”.
Almost any topic can be explored and as
Mr Champion says, “as long as you can
justify it within the limits of the course,
the options are endless.” As one of the
few subjects where students conduct
their own primary research, this year’s
focus areas range from the concept of
fatherhood and changing masculinity
within the family dynamic to assessments
of Reality TV as a voyeurism.
Psychology
Psychology, an IB subject, also
examines the way society works, but
from a different angle. Examining
human behaviour via a series of
biological, cognitive and socio-cultural
perspectives, it encourages students to
think beyond the syllabus about how
context influences the way we behave.
“In almost all university degrees right now,
there’s an element of psychology,” says
Mr Champion. “Teachers do educational
psychology, people who do business
degrees do organisational psychology…
and the IB psych course adapts every five
years to respond to employment trends.
Even if students aren’t directly doing a
psychology course at university, they’ll be
exposed to it at some point.”
Will Stewart, Year 11, never thought he’d
find himself in a Psychology classroom,
but needed to pick an extra subject and
decided it looked interesting. “It’s a bit
like a fusion between the humanities and
science. We look at the process of scientific
testing, the relationship between different
variables and levels of analysis. The stuff
you learn can be applied to other subjects.”
Creating Passionate Learners
The scientific aspects of IB can get a little
tricky – but they give students hands on
experience in replicating an experimental
study. In the past they’ve looked at the
Stroop Effect (which looks at cognitive
reaction time). They conduct their
own research and analyse the results.
The unique class arrangement of IB at
SACS, which sees a small group of St
Andrew’s, MLC Burwood and Newington
students learning together, has enhanced
the feeling of maturity and fostered a
collegiate atmosphere.
As a teacher, Mr Champion remains
modest. When students go on to study
Sociology or Psychology beyond school
(such as Old Andrean Michael Hunter,
OA2011, currently studying Psychology
at UNSW) he doesn’t reflect on his own
teaching abilities, but is content he has
given students the confidence to do it.
“I’m passionate about it, so if they become
passionate about it in some way it’s great…
[it means] you’ve made it interesting, fun
and accessible.”
Like many IB subjects, Psychology
involves a rigorous academic programme,
exposing students to university-level
concepts such as abnormal psychology,
the benefits and detriments of diagnosis
and memory. Does Mr Champion believe
this promotes his class to think beyond the
norm, to develop a level of higher order
thinking? “For sure,” he answers. He uses
the idea of memory as an example. “We
look at memory in class, how memory
works. We just have theories, but no one
can really explain it – it’s in the mind as
opposed to the brain... When I think about
THE THINK BIG EDITION | THE ANDREAN MAGAZINE
21
You know that
I immerse myself
in music, so to
speak, that I think
about it all day
long; that I like
experimenting,
studying,
reflecting.
Mozart
the art of
composition
Words by Melanie Pennington
Interviews by Louise Panczyk
Composition | noun
• to make or form by
combining things, parts,
or elements:
• music the process
of creating a new piece
of music
F
rom a blank score and the humble
pencil and eraser to a computer
and its mouse, the art of music
composition has changed
substantially. While the fundamentals
remain the same, it’s how students go
about creating music that has changed.
We look at the learning technologies
that students are using to transform the
long-revered craft – and why it’s still an
important creative outlet.
Music Teacher Mr Ralph Wilcock has
been composing music since he was a
teenager. After sitting in a room all day
writing short songs by hand, he’d stop
and record them on a tape recorder.
Today, he teaches high school students
22
composition using Sibelius, a computer
programme that enables the creation,
editing and publishing of musical scores.
“If you don’t use the computer programme
you have to be able to write in the keys
of the various instruments at the same
time, [which is] is very good for your
understanding of how instruments work,”
he explains. “Now you just press a button.”
Sibelius enables students to select one
of hundreds of instruments and write
music in their correct transposition, clef
and range. While students may not get
as strong a grasp of musical instruments,
Mr Wilcock believes one key advantage
is the ability to playback what has been
written immediately and discover what
works. The possibilities for exploration
are endless.
Edward Happer, Year 12, chose
composition as his area of focus for HSC
Music Extension this year, writing two
pieces each approximately three minutes
long. One of these was created by hand for
Music 2. “[Sibelius] is difficult at the start,
but you get used to it,” he explains. “You
find your way around much easier.”
THE ANDREAN MAGAZINE | THE THINK BIG EDITION
For composer in Residence at St Andrews,
Mr Huw Belling (OA2003) the passion
for composing actually began while
using Sibelius. “It was very easy to use”
he says and helped with composing and
skill refinement. Mr Belling has spent his
recent years helping students like Edward
in their preparation for recording and
submitting their compositions.
And good musical compositions don’t
come in a single afternoon, even for
someone like Mozart. He once told his
father: “You know that I immerse myself
in music, so to speak, that I think about
it all day long; that I like experimenting,
studying, reflecting”.
Mr Wilcock agrees it’s exactly that,
starting with even the smallest piece of
inspiration and then just working with
it. He encourages students to create an
image in their minds and then describe it
using sound. If they’re getting stuck, he
simply asks them to decide whether they’d
like to go up or down a note. “The thought
of starting is usually the biggest hurdle;
once you have started it’s not that bad,” he
explains. “Until you actually try something,
you don’t know what you can do.”
Mr Wilcock and Edward discussing the piece
[Composition]
enables you to
express your
creativity. It’s
pretty much an
open book and
you can compose
whatever you like.
Experimenting with composition only
two years ago, this year has been the first
time Edward has created a score of these
proportions. Unable to even estimate the
amount of time he’s spent composing
for his major work, the HSC student says
it’s been a long process of refining and
building up the texture, pitch and rhythm.
Pastoral-based piece for his major
work, drawing from other composers
in the process.
“The whole idea was to look at
other compositions and to analyse
those compositions and look at your
composition and try and improve on it
and make it sound more musical,” Edward
said, drawing inspiration by Vaughan
Williams and his sweet melodies and the
strong brass pieces of James Morrison.
Although Mr Wilcock stresses the
organic nature of composing, the fact
that a piece comes “from the essence of
a person,” he argues that each composer
builds on the work of another, with
technology making this referencing
process even more accessible. “If that
person did not exist we would not have
their unique piece of music. Composers
provide the music that we play.”
As Mr Belling heads to Oxford
University to commence a PhD in
Composition, he leaves three tips
for students composing music.
• Don’t focus on making the
piece original; make it more
of a response to what is already
out there.
• Make sure you do not try to use
too many ideas into the piece, just
stick with one and see how many
ways it can work.
• Don’t fall into the trap of over
composing a piece, keep it simple.
“[Composition] enables you to express
your creativity,” Edward professes. “It’s
pretty much an open book and you can
compose whatever you like.” A flutist
who also plays “a bit of percussion,” he
composed a Fan Fare and an English
Students listen to a Sibelius composition
THE THINK BIG EDITION | THE ANDREAN MAGAZINE
23
being part of the cru
being part of
the cru
mrs emma argall
Christian Development
teacher Mrs Emma Argall
gives us a glimpse into Cru
groups, voluntary meetings
of Christians at SACS that
are open to any student.
H
ere at st andrew’s
Cathedral
School, we have been caught
up in the vision of Jesus
Christ himself: “All authority in
heaven and on earth has been given to
me. Therefore go and make disciples of
all nations, baptizing them in the name
of the Father and of the Son and of the
Holy Spirit, and teaching them to obey
everything I have commanded you. And
surely I am with you always, to the very
end of the age.” (Matthew 28:18b-20)
In the Chaplaincy Department, we’re
excited about the gospel going out into
the world and seeing people learn what
it is to be disciples of Jesus. St Andrew’s
Cathedral School has a great history of
encouraging students who are drawn
to Christianity. As a teacher clocking up
her tenth year at SACS this year, I have
been blessed to be a part of a great
decade of such disciple making. One
of the main ways that we go about the
process of mentoring and discipling at
St Andrew’s is through our lunchtime
Cru groups; particularly through training
and equipping Senior School student
volunteers to run Cru groups for our
Middle School students.
What is a Cru group?
In a lunchtime Cru meeting, the Senior
School leaders travel across the school,
and under the supervision of a member
of the Chaplaincy staff, eat lunch, play
games and, most importantly, read the
Bible and pray with the younger students.
These groups run in every year group
across the whole school and are open
to any student that wants to attend. Our
hope is, as these students meet together
and open the Bible with one another,
that God would grow them in Christian
maturity and in their love and knowledge
of him.
Middle School boys at Cru!
24
THE ANDREAN MAGAZINE | THE THINK BIG EDITION
These groups run
in every year group
across the whole
school and are open
to any student that
wants to attend.
being part of the cru
Why does community matter in Cru?
Mr Garth Hasler, who focuses his main
ministry efforts on the Middle School
is convinced that older students play
a vital role in the lives of our younger
students. “The Cru leaders have a lot
to offer in terms of showing younger
students that it is actually possible to
live out the Christian life authentically.
They’ve been through the same
pressures and exist in the same culture
– they have the opportunity to speak
with a lot of power.”
Tom Ashhurst (OA 2006) worked as
an Alex Abbotsmith Fellow in 2007
and currently works with St Andrew’s
Outdoor Education programme. He
fondly remembers his time under
the ministry of older students. “I
had a number of excellent Christian
mentors at SACS, who really helped
me understand my faith and grow as a
mature Christian. Today, now a leader
of younger SACS students, I still rely on
many of the lessons they taught me.”
What I loved
about it was the
ability to connect
with students
of all ages within
SACS.
Nicola Robinson is an ex-student who
completed her studies at St Andrew’s in
2005. Her memories of fellowship with
other Christian students resonates with
Mr Hasler’s reflections. “It was great to
have an opportunity to be responsible
for our own beliefs, even when it was
hard. Being involved in Cru groups at
SACS helped me find encouragement
in those times and offer encouragement
to others going through the same
things. The Christian friendships I made
then were very strong and still are
today. We would meet up one lunchtime a week just to spend time together
and pray. I still catch up with most
of them.”
When she was in Year 12 in 2007,
Veronica Polhill chose to be baptised
by the then chaplain, Rev Tim Bowden,
in her year group’s weekly chapel
service. “The Christian community at
St Andrew’s played a key part in my
decision to become a Christian. The
love that I was shown by the Christian
students and teachers was so unique
and I realised it reflected Christ’s love
for me! The decision to get baptised
at school meant that I could share this
occasion with the people that God had
so clearly used in bringing me to Him.”
Discipleship is a lifelong process. Those
who follow Jesus at St Andrew’s know
that Christian maturity is something that
we’re going to be aiming towards all our
lives. With that in mind, it’s exciting to
see that a new annual event has been
added to the school calendar for Old
Andreans – the Annual SACS Christian
Group Reunion initiated by Matt Noble
(Year 12 2005, Alex Abbotsmith Fellow
2006). We hope that these events might
facilitate further opportunities for older
Christians to mentor younger Christians
through university, as they enter the
workforce and beyond.
“What I loved about it was the ability
to connect with students of all ages
within SACS. Cru groups bridged the
gap between the Middle School and the
Senior College,” recalls Katrina Campbell
(nee Wrathall, OA 2004). “Friendships
were also made that have endured the
test of time – I met my husband doing
Christian ministry at SACS!”
Jarrod Simpson (OA 2011) is currently
working in the Chaplaincy Department
as an Alex Abbotsmith Fellow and Year
13 student and remembers the input of
his Cru leaders reaching beyond just the
weekly lunchtime meetings. “I found it
so encouraging that when they ran into
me in the stairwells or corridors they
would always stop and ask me how I
was. They were these much older, cool
Year 12 guys and they treated me like a
brother – it really spurred me on to live
as an authentic Christian.”
student
thoughts
Lunchtime Cru session
THE THINK BIG EDITION | THE ANDREAN MAGAZINE
25
Mapping your course
mapping
your course
Laura Bannister
Finishing school comes with
a wealth of decisions. Not only
are students finishing major
works and studying hard for
final exams, they are applying
for summer jobs, internships,
scholarships and further
education; forging plans for
life after school (or at least
the first few months of it).
M
is aware of how
significant his advice can
be to students. As Careers
Counsellor at St Andrew’s,
he is well versed on the importance of
students’ final transition in secondary
school, to the unknown destination of life
after graduating. In fact, it’s his business
to help them through it, equipping them
with the knowledge and know-how
to make informed choices about their
futures. Though the vast majority of SACS
students will commence tertiary education
at university*, Mr Sinovich purposefully
provides detailed information on a range
of options – from volunteer gap years,
to TAFE, private colleges and trade
apprenticeship programmes. “I place a lot
of importance on emphasising that each
post-school path is as worthy as another,”
he explains, “Because they are.”
r des sinovich
Being a Careers Advisor involves
far more than just giving students a
handful of pamphlets to help them
with these choices. Mr Sinovich, who
holds a Master of Education in Career
Education and Pastoral Care Leadership,
believes no student should graduate
“feeling their career aspirations have
not been addressed in some way.”
His comprehensive schedule for Year
10-12 students spans aptitude tests,
interviews, resume writing courses,
subject and course selection advice and
guest presentations on apprenticeships,
traineeships, colleges and university
study. Each year he organises the CBD
Schools Careers Convention, a partnership
between five city schools with 70
providers involved.
Mr Sinovich gets to know more than faces.
Through meetings with every student, he
26
If you are
if you are passionate
passionate about
about something
something
success will follow
success will
follow.
learns their strengths, their aptitudes and
interests, following individuals up with a
high level of pastoral care. “It is important
for me to establish a relationship with
students where they are being involved,
not talked about,” he says. “Our students
who go onto further study usually
represent almost 30 faculty areas, from
arts and science to design, engineering,
environmental areas and policing and
justice. There’s a sprinkling of everything.”
Post-school, the connection with
St Andrew’s does not have to be broken.
Mr Sinovich has noticed a trend develop
over the last few years, with alumni
returning to his office for advice and
updates. “I get phone calls quite often,
out of the blue or they just drop by.”
Alana Dell graduated in 2010 and has
found the transition from the tight-knit
community of SACS to city life “relatively
easy”. She still keeps in contact with some
of her teachers and enjoys catching up
with them, as well as her group of friends
– though it can be hard to coordinate
schedules. “I loved going to school at
St Andrew’s so it will always be important
for me to maintain friendships and
memories with the great people I met.”
Currently studying on a scholarship
at June Dally Watkins’ Business Finishing
College, Alana keeps herself very busy,
also working part-time in retail. “I was
prepared for and enjoyed the freedom
that came with post school life,” says
Alana. “I study five days during the week
and work on weekends which means I
rarely have a day off. However, I also make
a very determined effort to fit in social
activities a few nights per week. I am still
trying to work out an even balance.”
Alana’s advice to HSC and IB students is
to enjoy their last year and stay organised.
“The last term is the most exciting. Focus
on attaining achievable goals and do as
much as you can in the last few months,
as it can definitely make a great difference
to your overall result. There are so many
opportunities and alternatives for life after
Year 12, so there is always a way to get
what you want.”
Tony Chalmers also finished SACS in
2010. Immediately trading in his school
uniform for a suit, he began a cadetship
at a leading Swiss investment bank in
THE ANDREAN MAGAZINE | THE THINK BIG EDITION
Mr Des Sinovich
the city, alongside full time study at the
University of Sydney. On top of this, the
young businessman has started his own
educational business. “I am extremely
passionate about financial markets and
would thoroughly enjoy working in
mergers and acquisitions and pursuing an
FX trading career,” Tony shares. “Working
full time post school has allowed me to
develop softer skills SACS laid foundations
for; communication and organisational
skills in particular.”
Tony’s advice to future Senior cohorts
at SACS is this: “Failure to prepare is
preparing to fail; study hard and work
on exceeding goals. While marks are
important, passion is imperative – if you
are passionate about something success
will follow.”
Though the map might prove a little
difficult to navigate in the first year
out of school, as Mr Sinovich says,
there’s nothing wrong with a process
of trial and error – in fact, it’s one of
life’s inevitabilities. “There are huge
opportunities for our students that I can
help them find, if they’re willing,” Mr
Sinovich concludes. “There’s no shortage
of them! It’s very much about giving
confidence and building reality into their
thinking. A lot of students are taking
time off to travel and decide what they
want to do, while others look to explore
something different and leave home to
attend a regional university. We do prepare
them well for that independence. Walking
between buildings at SACS is like going
between faculties at university. We aren’t
in a space locked away from the rest of
the world here and so our seniors are a bit
more ready for what is to come.”
*According to the 2011 Destination Survey
approximately 74% of SACS students go straight
to university, across 22 different institutions; 19 in
Australia and three overseas. 11% of students go to
private colleges.
Mapping your course
We asked two soon-to-be graduates
what it’s like to map their course.
student
voices
Georgia Rose Purtill
Year 12
How are you feeling about leaving school?
I’m nervous and excited! I realise friendship groups will
change and I won’t get to see some of my friends every
day anymore, which will take some adjusting, but I’m
excited for more freedom!
What are you hoping to do next year?
I am deciding between two options. There is an early
childhood education course at The University of Notre
Dame that covers childcare, Pre-School and Kindergarten
to Year 6… Before that, I’m considering a gap year at June
Dally-Watkins’ Finishing School.
Has SACS prepared you for a more
independent life after graduating?
I think going to school in the city has prepared me pretty
well. We aren’t babied here. When I go to study in the city,
I’ll know the area around me.
Ben Shilson-Josling
Year 12
What are your thoughts on leaving school?
It’s exciting. You look at how far people have gone who
graduated SACS last year, both in Australia and overseas,
and they’ve done so much already.
Do you think the transition into life
post-school will be easy?
People say it is different but better – by then you know
what you like and can focus on it. I’m guessing there will,
at some point, be a confused transition period. We’ve
been given a lot of information though. You get the whole
spectrum here, whether you want to go to university, TAFE,
take a gap year or begin working – no option is pushed
more than another.
What are your plans for 2013?
I want to study a double degree at Wollongong, Law
with Commerce or International Studies. However,
an opportunity has just come up to do a gap year in
Zimbabwe with a private school for three months or more.
It has a large intake of students with special needs; myself
and another SACS student may be going before university,
working with students, tutoring and helping out with sport.
THE THINK BIG EDITION | THE ANDREAN MAGAZINE
27
telling stories in the dark
telling
stories
in the
dark
Laura Bannister
“I wanted the Middle School
students to challenge
themselves to take on a script
that dealt with issues of
significance in society. Stories
in the Dark deals with themes
of war and loss, while allowing
students to explore this
material in a playful way…”
– Mrs Jess Chilton
H
teacher Mrs
Jess Chilton is in the midst of a
demanding rehearsal schedule.
The holidays have only just
finished and her cast of Middle School
students has four planned meetings this
week in the Black Box Theatre. They’re
practicing after school when we drop
by to get some photographs, still in their
uniforms, ready to perfect their lines postclass. Rehearsals have just begun on the
weekends as well – first scenes are read
through and discussed, then performed,
istory and drama
Bringing folk stories to life
28
THE ANDREAN MAGAZINE | THE THINK BIG EDITION
with Director Mrs Chilton giving tips on
characterisation. The ensemble’s intended
feat this year? Debra Oswald’s NSW
Premier’s Literary Award-winning play,
Stories in the Dark.
Set in an unnamed, war-torn city, the plot
follows two unlikely companions, a scared,
lonely 12 year old boy, completely isolated
from his family and Anna, a savvy, cynical
older girl who creates fantasy tales to quell
his fears. It’s a concentrated, intimate
production; the kind that could be adapted
to any contemporary context of conflict.
Perhaps that’s what makes Stories in the
Dark all the more enchanting to viewers
– it revolves around the most basic of
human emotions and experiences: love,
fear, death and survival.
“The audition process was overwhelming!”
explains Mrs Chilton. “Approximately
60 students expressed interest… It was
really difficult to cast as there were many
talented students. For the lead roles I
needed students who were able to deliver
a nuanced performance that recognized
the plight of the two main characters
whilst also conveying the innocence of
these two characters.”
The two that nabbed the parts, Iva Skoko
and Hamish Waddell (both in Year 9) have
found the production a welcome (but
demanding) challenge. As they both share
a lot of stage time, the pair have found that
assuming an unfamiliar character requires
discipline and persistence. “I’ve watched a
lot of movies and read a lot of books about
what happened in World War 2,” Iva says.
“It’s helped me prepare, putting myself
in the shoes of others. Our characters
both develop throughout the play; mine
becomes more gentle and friendly and
Hamish’s is more self-sufficient.” Hamish
agrees. “More than half the play seems to
involve us talking, telling stories. It’s easier
to learn our lines in rehearsals together,
you just forget them completely if you
practice on your own.”
Though Iva was involved in drama
productions at her previous school, for
Hamish, this is the first time he’s held a
lead role. It’s a learning experience for
them both as they attempt an emotionally
demanding, gritty script, and as they do
their best to tell the fanciful, escapist tales
that the rest of the class bring to life.
As could be expected, the director’s role
is crucial, especially at these last stages
of fine-tuning. While Mrs Chilton wants
to stretch her cast – to facilitate the
development of their dramatic abilities
– she’s also aiming to teach them a
life lesson or two through the weighty,
wartime-based script. “At times it can be
challenging to get students to understand
the intentions and motivations of their
character within the broader context of
the play and the other characters,” she
says. “It is great seeing [them] begin to
become more comfortable working with
one another and the text.”
Pointing the finger
A dramatic death
Iva and Hamish going through their scripts
All hands on deck
Creative pieces like the annual
Middle School Drama ensemble
performance present exciting
opportunities for community
collaboration. Who’s involved
this time?
• St Andrew’s are partnering with
War Child for the production,
an organization designed to
provide relief and support for
children growing up in war torn
environments. Proceeds from
tickets and refreshments on the
performance night will be donated
to the worthy cause.
• Parent Mrs Suzanne Louk
is creating and assisting with
costumes
• Student volunteers are assisting
with lighting
• Drama teacher Ms Amanda
Crompton, who runs a voluntary
Year 7 Drama Club, will be
showcasing the self-devised works
of her students each night before
the show begins.
profile: aime high
profile:
aime high
There is a very
positive attitude
at SACS. I had
played music as a
child and loved the
music at SACS.
Laura Bannister
W
e profile one Old Andrean
who is making a significant
impact in the education
sector – but not in the
way you might think. As Programme and
Operations Director at AIME (Australian
Indigenous Mentoring Experience) Sam
Refshauge travels Australia’s east coast
working with separate teams seeking
to better the learning experiences and
outcomes of Indigenous students. We
get to know him a little better – his
experiences at SACS and what his work
with AIME involves.
You came to SACS in Year 11…
what initially brought you here?
I was struggling at school, my previous
school said I was not suited to school at
all and I needed somewhere to go. There
is a very positive attitude at SACS. I had
played music as a child and loved the
music at SACS. I played the bass guitar and
went on Music Tour to Italy. I found myself
very inspired by the Director of Music and
Performing Arts, Mrs Chris Belshaw. I also
played 1sts Rugby. I loved rugby as a great
team-building sport.
What did you do after graduating?
Best thing about it?
After completing my HSC I went on a
gap year to coach rugby at a school
called Abbingdon, near Oxford in the
UK. It was great to travel and spend time
doing something I loved. After this, I
worked in Indonesia as part of the AusAid
AYAD programme (Australian Youth
Ambassadors for Development) for one
year. A reference from Mr Bob Meakin
(now Head of Senior College) helped
me achieve this. While in Indonesia, I
also volunteered to coach the National
Rugby Team in Indonesia and a girls team.
I’d never imagined going to university
or working in education, but I ended
up enrolling at the University of NSW,
graduating with a Bachelor’s degree
in Commerce, Marketing Tourism and
Hospitality Management.
The most exciting thing about working at
AIME are the kids themselves, but another
really inspirational aspect is seeing the
attitude of so many university students
(over 1,000 now across Queensland, New
South Wales and Victoria) who give up
their time to mentor young Aboriginal and
Torres Strait Islander high school students.
In doing so, they are also taking the time
to learn about Indigenous Australia,
showing that education is really always a
two-way experience.
Learn more about AIME
http://aimementoring.com/
Tell us a little about your job…
I’m currently Director of Operations at
AIME (Australian Indigenous Mentoring
Experience). A friend and previous School
Captain at SACS, Sam Perry, was one of
AIME’s founding mentors and introduced
me to the programme.
Pastor Ray Minniecon (School Council member and Ambassador to Gawura), Graeme Mundine (Executive Officer of the Aboriginal Catholic Ministry) & Sam Refshauge
30
THE ANDREAN MAGAZINE | THE THINK BIG EDITION
cre
ati
ve
cor
ne
r
into the
writer’s lair
Intro: Laura Bannister | Melanie Pennington
Story: Grace Grew
The Creative Corner of
this edition of the Andrean
Magazine showcases an
excerpt of Year 11 student
Grace Grew’s short story,
The Flight.
A
talented, emerging writer with
a penchant for capturing
idiosyncratic characters, Grace
is currently undertaking HSC
Advanced and Extension English 1. In
tribute to our issue theme, we’ve picked
out a small slice from one of her stories,
a dream sequence that prompts us to
‘Think Big’.
…From beyond the room, the city clock
groaned, each chime filling the little
girl with excitement and anticipation.
Something stirred beneath the blankets,
its shape creating a bulge against the
marshmallowing peaks of goose down
before growing larger and larger. The
blankets themselves began to slide
around her, the folds of the sheets and
pillows twisting and curling into large
slides of fabric and feather, pillows
popping with a ping as their contents
spilled across the bed filling the air with
a multitude of downy feather. It was as
though a blizzard of snow had filled the
room. The girls eyes widened in awe,
dimples formed at the bases of her rosy
cheeks, hands clapping in exasperation, “I
knew you’d come back again!” Gradually
the goose down flew into place within the
blankets, one thousand feathers rippling
and shivering with life. Gradually the
light grew brighter and the space around
her expanded into a larger dimension.
She felt between her toes the downy
touch of feathers as a rush of cool air
tickled her skin. Opening her eyes she
saw a fabulous bird with splendid white
plumage, one hundred thousand feathers
shivering and rippling with life. As the
bird of paradise unfolded the rainbow
of its wings they began to soar through
the night sky, shrouded by the glitter of
stars and the moon. Her world became
a kaleidoscope of colour, moving so fast
it had become a single shade of shining
light, turning and turning until it softly
slowed and everything became still
once more.
Her green eyes flicked open.
She stood before the bank of a deep
blue lagoon, its glassy surface gleaming,
flawless. Across the water lay dense,
green vegetation. A thick canopy
surrounded her as the calls of wild
birds and animals echoed between the
trees. In the air was the cry of colonies
of bats returning after a night of flying,
the landscape shimmering in the dawn
light. It seemed at any moment the earth,
enveloped in a rosy mist, would fade and
disappear like a mirage.
Her world became
a kaleidoscope of
colour, moving
so fast it had
become a single
shade of shining
light, turning and
turning until it
softly slowed and
everything became
still once more.
It was just as she had remembered.
But there was something else different
this time.
Her eyes narrowed.
Someone else was there.
She spun around. A young boy lay beside
her on the bank, curled into the nook of a
tree. His sleeping body rose and fell with
each breath, nose whistling ever so slightly.
What a splendid sight indeed he was. Thick
rows of lashes adorned his eyes – he had
a small cherry mouth and his skin gleamed
obsidian in the flickering light. She blushed
as she realised he wore no clothes, save a
skin loincloth and satchel. She observed
him with curiosity, wondering perhaps if
the boy knew how she came to be in this
jungle. Cautiously she walked forward,
gathering a long stick. Standing on
tippy toes as far away as she could, she
extended the branch forward and poked
the sleeping figure.
“Ouch!”
He stirred and grumbled, rubbing his sore
arm before turning to face her.
“That was a bit uncalled for. A ‘wake up’
would have sufficed.”
THE THINK BIG EDITION | THE ANDREAN MAGAZINE
31
St Andrew’s:
St Andrew’s Cathedral School is an Anglican day school
for boys and girls from Kindergarten to Year 12 located
in the heart of Sydney.
Get connected on our social media:
Like us on Facebook
https://www.facebook.com/StAndrewsCathedralSchool
Follow our Twitter
https://twitter.com/SACS_Official
Subscribe to our YouTube Channel
http://www.youtube.com/user/StAndrewsOfficial
St Andrew’s Cathedral School
Sydney Square, Sydney NSW 2000
phone +61 2 9286 9500
fax +61 2 9286 9550
email [email protected]
ABN 34 429 367 893
CRICOS Registration: The Council of
St Andrew’s Cathedral School 02276M
www.sacs.nsw.edu.au