Plus Ultra | 2026 Issue 1

More Beyond

2026 | Issue 1

Welcome to another big issue of Plus Ultra! Somehow, without any nudging from me, a theme has taken shape around formation, of growing ‘fine young St Peters people,’ as Head of College Tim Kotzur puts it in his lead article. From a new Strategic Intent charting the College’s next five years, to our Junior High leadership program and the cocurricular opportunities that help students discover and develop their passions, this issue is all about how St Peters empowers young people to find their place and thrive. Enjoy!

Shannon King Editor

Editor

Shannon King s.king@stpeters.qld.edu.au

Design

Anthony Cox a.cox@stpeters.qld.edu.au Clarissa Szepski c.szepski@stpeters.qld.edu.au

Photography Anthony Cox

Cover: A group of Year 12 International Baccalaureate Diploma Programme students.

Our

St Peters Lutheran College 07 3377 6222 reception@stpeters.qld.edu.au stpeters.qld.edu.au facebook.com/stpeterslutherancollege instagram.com/splc.official

SPOSA Office 07 3377 6592 sposa@stpeters.qld.edu.au www.facebook.com/sposa45 instagram.com/splc.sposa

Plus Ultra 2030

Our New Strategic Intent

Tim Kotzur Head of College

In Plus Ultra Issue 2 2025, I shared that the College was developing our next Strategic Intent, Plus Ultra More Beyond 2030. At the start of this year, that planning came to fruition with its launch.

Plus Ultra 2030 is firmly grounded in our Christian Ethos and College Mission of ‘Excellence in Christian Co-education’. Plus Ultra 2030 is our Vision for St Peters, and our collective ambition for the future of the College. Over the last 81 years, St Peters has become a pre-eminent co-educational day and boarding school offering a breadth of opportunities that prepare students for a life shaped by our unique Plus Ultra mindset. Plus Ultra 2030 seeks to continue to position the College strongly in this regard as we move towards 2030 and beyond.

Our strategy to realise this is clear:

• Excellence in teaching and learning;

• Exceptional pastoral care;

• Broad life-wide learning programs, purposeful experiential learning opportunities and intentional formation and service experiences;

• Innovative approaches to teaching, learning and operations;

• An internationally minded education;

• An environment where we celebrate the Gospel by sharing God’s love.

At the core of Plus Ultra 2030 are our students and their learning, care, formation and growth. Our Strategic Intent provides direction and clarity in the vocation of the College to offer an education that develops the fine young St Peters person — young people of character who are kind, caring, grateful and respectful. Young people who are problem-solvers and critical thinkers. Young people who are creative and innovative. Young people who are resilient and adaptable. Young people who are empathetic and live lives of integrity. Young people who are humble yet aspirational. Young people who have a servant heart and seek to use their learning to make a difference in the world. Young people who have a sense of purpose, of hope and of agency, enabling them to live well in a world worth living in. This is both the ‘gift and task’ of a St Peters education as laid out in Plus Ultra 2030

The future of our College is exciting, and you can learn more about our Strategic Intent Plus Ultra More Beyond 2030 by visiting the College website.

Plus Ultra. Ever Higher. More Beyond. St Peters Lutheran College.

Small Mercies from Bavaria

Pastor Tim Jarick

Over the summer holidays, I had the privilege of accompanying some Year 10 students on the German language immersion program with one of the College’s sister schools, Laurentius Gymnasium in Neuendettelsau, Bavaria. Beyond the practical role of travel and supervision, it was a gift to spend time among our students as they lived, learned and grew within another community.

For six weeks, our students were welcomed into host families and daily school life alongside their German peers. Immersion of this kind is not only an effective way to learn a language; it is also an experience of hospitality, relationship and shared life. We now look forward to extending that same welcome when Laurentius students are embraced by our own families and community later this term.

Our partnership with Laurentius Gymnasium has developed thanks to the efforts of staff like Mr Roger Ganderton, yet it is more than an educational exchange; it is part of a much deeper story shaped by shared faith and history within the Lutheran Church.

In 1837, Pastor Wilhelm Löhe came to Neuendettelsau and established a Deaconess Institute (now called Diakoneo) and a Missionary Society (now Mission OneWorld).

From this small Bavarian village, a movement of service grew, one that reached

across Germany and into the wider world. Deaconesses cared for the sick, the poor and the marginalised and missionaries and pastors travelled to distant lands, including America, Brazil, Australia and New Guinea, carrying both the Gospel and acts of mercy.

At the heart of Löhe’s vision was a simple but profound conviction: that the mercy of Christ is made visible through word and deed. As he expressed it, the Church is called to care for “body and soul”, holding together proclamation and compassion, faith and service.

This vision is beautifully captured in the Neuendettelsau Cross, or Lebenskreuz, the ‘Cross of Life’ which reflects the Christ’s Seven Acts of Mercy from Matthew: ‘For I was hungry and you gave me something to eat, I was thirsty and you gave me something to drink, I was a stranger and you invited me in, I needed clothes and you clothed me, I was sick and you looked after me, I was in prison and you came to visit me’ (Matthew 25:35–36). These words continue to call the Church and our school communities into a life shaped by Christ’s mercy.

Last year, our Head of College, Mr Kotzur, received a Lebenskreuz from Laurentius Gymnasium. Made in a Diakoneo workshop in Neuendettelsau by people with disabilities, it now stands in his office as a quiet witness

to our shared calling to serve, and to the enduring bonds of faith that connect our communities across continents.

These connections between St Peters and Neuendettelsau are also personal and historical. Members of Pastor Löhe’s own family made their way to Australia, including his great-grandnephew Bill Lohe, who became a founding teacher at St Peters and later its second Headmaster. Likewise, many missionaries from Neuendettelsau served in New Guinea, and their children found a home and education through boarding at St Peters in earlier decades. And in recent years, St Peters Chorale performed at Laurentius Church in Neuendettelsau when they toured Germany. These stories remind us that we are part of something much larger than ourselves, a living tradition of faith expressed in service.

In a world often marked by division and distance, these ‘small mercies’ of connection, hospitality, and shared mission point us back to the heart of the Gospel. They remind us that in every act of welcome, every gesture of care and every relationship formed across cultures, the love and mercy of Christ is being lived out among us.

A Global Education: Celebrating 20 Years of IB

It’s 8:00am on a Thursday morning, and St Peters is filled with its normal bustle as students chat with friends and head to their first classes. A smaller cohort of students in Years 11 and 12 begin their day like most, but quite quickly shift into a different rhythm. Their routine involves planning community initiatives, such as the Mater Chicks in Pink Fun Run, or local projects, such as supporting our primary students in their numeracy and literacy rotations. One student has even taken the initiative to apply for a grant through the Global Youth Action Fund to support improvements in sanitation at a Children’s Home in Nigeria.

As the day continues, Theory of Knowledge (TOK) classes begin, and students contemplate larger philosophical questions such as “What shapes my perspective as a knower?” and “What is the difference between computational thinking, algorithmic thinking and critical thinking?” Later in the term, they will demonstrate their contemplation of these types of knowledge questions in a formal exhibition for the school community.

These students have chosen to forgo the conventional QCAA pathway in their senior years and instead pursue a

globally recognised curriculum that places student action, inquiry and intercultural understanding at its heart. These students are part of the International Baccalaureate Diploma Programme.

This year marks the 20th anniversary of the IB Diploma Programme at St Peters, and to celebrate, we invited current IB students, Old Scholars, and IB teachers to reflect on how the IB Programme has impacted, and continues to impact, their lives.

A globally recognised curriculum placing student action, inquiry and intercultural understanding at its heart

“The IB has definitely taught me to think in a way that is helpful beyond the classroom, through the compulsory course of Theory of Knowledge (TOK). TOK has allowed me to view my subjects not in isolation, but as a greater body of knowledge that I can consider critically. I haven’t just learnt content but learnt to consider why I am learning what I am taught.”

Ada McNab, current Year 12 IB student

“A memorable part of the IB is the total cumulation of precious interactions: a cohort inside joke, a classmate’s unique extended essay topic, a friend’s idea of utter brilliance, a cross-grade IB gathering, an enlightening conversation with a teacher, a year of joint learning. When I think of the IB, I remember these moments all at once.”

Nadya Saraswati, current Year 12 IB Student

“Going through IB taught me to think more critically and independently, preparing me in the best possible way for my studies. It was also ideal for keeping my options open in an international world.”

Felix Bourgeais, 2022 IB graduate studying Aerospace at Technical University of Munich, Germany

“The International Baccalaureate greatly helped influence my life decisions, granting me the courage to travel the world and test multiple pathways. Reflecting upon my chosen profession, it is clear that without such experiences I would have struggled to take the leaps leading to where I am today.”

Hugo Crosdale 2022 IB graduate studying at the Qantas Group Pilot Academy, Toowoomba

“I arrived from Thailand with no idea what TOK even was and somehow managed to walk out two years later writing 4,000word essays like they were nothing. The IB programme at St Peters genuinely shaped who I am. I was a competitive athlete training crazy hours and trying to keep up academically, and the support was so phenomenal [that] I never had to choose between the two… I came out of [St Peters] with the IB Diploma and a way of thinking I still rely on every day.”

Hunter Milgate, 2023 IB graduate, St Peters Western swimmer, current St Peters swim coach and Boarding supervisor

“Over my 20 years of involvement with the IB at St Peters, I have consistently seen how effectively it prepares students for life beyond school. What truly sets the IB apart is its holistic approach to education, particularly through the IB Core. The Extended Essay, in particular, is an exceptional preparation for university study. Writing a 4,000-word independent research paper equips students with the academic discipline, research skills, and intellectual confidence needed to thrive at the tertiary level, all within a supportive and nurturing school environment.”

Mrs Susannah Treschman, IB Core Coordinator

For me, the IB provides the opportunity to both extend and deeply explore learning with my students. As a language teacher, this is especially meaningful — language is not just a subject, but the foundation of how we think, learn and engage with the world. The IB allows me to challenge students authentically…. we engage with complexity in thoughtful, meaningful ways.”

Mrs Susan Xue, IB Japanese Teacher

Cassandra Magar IB Programme Diploma Coordinator

St Peters Achieves Global Robotics FIRST

Simon Canfield Digital (Robotics) Coordinator

St Peters Lutheran College has received international recognition for our Robotics program, becoming the first Australian school to be selected for the 2026 cohort of the FIRST Inspire the Future: FIRST® Recognition Program. The program recognises schools with an outstanding commitment to expanding access to FIRST Robotics programs in their communities. St Peters was selected as one of just 15 schools worldwide out of over 100,000 teams competing, placing the College among a small group of global leaders in school-based STEM and Robotics education.

At St Peters, Robotics is offered as a pathway from primary through to senior secondary as part of our Digital cocurricular programs, which also include competitive Esports. This pathway allows students to develop engineering, programming and leadership skills progressively. Students participate in FIRST LEGO League, FIRST Tech Challenge, and FIRST Robotics Competition, with teams spanning Years 5–12. The FIRST LEGO League program commenced in 2024 and has already achieved success, with students earning an award in just their second year of competition. Each year, around 110–130 students are involved in Robotics and Digital programs, including the College’s senior FIRST Robotics Competition Team (FRC) 9574 Rock Bots, where students work on complex engineering challenges involving mechanical design, CAD, programming and electronics.

While St Peters had previously participated in a combined FRC team for approximately six years, 2024 marked the launch of our own standalone FRC team. Since then, the team has achieved strong early success, reaching finals in its first two competitions and earning an award in 2026. These achievements reflect the strength of the

College’s growing Robotics program and the commitment of its students and mentors.

Participation in Robotics provides students with far more than competition experience. Through the program, students develop valuable skills in engineering design, coding, problem-solving, project management, teamwork and communication. Senior students also mentor younger teams, helping to build a strong culture of collaboration and leadership across the College. Our secondary school programs are strongly career-focused, supported by sponsors and mentors from universities and industry, providing students with real-world insights and pathways into STEM careers. Initiatives such as ME FIRST, a menstrual equity program led in Queensland by Robotics students, rural outreach, and

girls-focused Esports events, are also helping grow participation in STEM.

Partnerships with industry mentors, Old Scholars and the wider community further strengthen the program, supporting students through mentoring, sponsorship and events. St Peters also contributes to the broader Robotics ecosystem by hosting competitions, scrimmages and training opportunities for other schools.

Looking ahead, the College aims to continue expanding access to Robotics, strengthening industry partnerships and creating more opportunities for students to participate in national and international competitions, inspiring the next generation of innovators.

Academic Results | 2025

Academic Excellence & Personalised Learning: The St Peters Difference

Two students achieved the highest possible ATAR 99+

ATAR achieved by 7% of cohort TOP 1% in QLD 95+

ATAR achieved by 30% of cohort TOP 5% in QLD 90+

1/4

More than 1 in 4 students achieved an IB D iploma score equivalent to ATAR 95+

9 25% of the Q CAA Class of 2025 will join the illustrious St Peters Academic Scholars Honours Wall 99.95

The achievements of our 2025 Year 12 cohort provide yet another reminder of what is possible when talent, commitment and community come together in pursuit of excellence. Across the College, our graduates produced exceptional results that reflect not only their academic ability, but also their perseverance, character and willingness to make the most of every opportunity available to them. As a College community, we are incredibly proud of all they have accomplished.

The academic outcomes of the Class of 2025 rank among the strongest in the College’s history. Two students, Mulan Ma and Sylvia Du, achieved the highest possible ATAR of 99.95, while Ruby Sylvester attained the perfect International Baccalaureate Diploma score of 45. In total, 7% of the cohort achieved an ATAR of 99 or higher, and an outstanding 51% achieved an ATAR of 90 or above. These results reflect a cohort

that consistently pursued excellence and embraced opportunities.

One of the most striking features of this year’s results was the level of precision and mastery demonstrated across subjects. Students recorded 9 perfect scores of 100 out of 100, alongside a further 24 scores of 99 out of 100 — meaning those students lost just a single mark across an entire subject for the full academic year. These remarkable achievements speak not only to academic ability, but also to diligence, consistency and attention to detail over an extended period.

Among these exceptional individual performances, Mulan Ma achieved a feat rarely seen in any school setting. Across French, Physics, and Specialist Mathematics, Mulan did not drop a single mark throughout the year. Such sustained excellence across three highly demanding disciplines is extraordinary.

ATAR achieved by 51% of cohort TOP 10% in QLD

In February, we were delighted to welcome back our Academic Scholars to be recognised for their exceptional achievements. This year, 70 students earned Academic Scholar status — the highest number in the College’s history and a remarkable increase on the previous record of 49 Scholars. To witness so many graduates return to celebrate their success was both inspiring and affirming. Their presence also provided a wonderful example for our younger students, demonstrating that sustained effort and consistent habits can lead to extraordinary outcomes.

Our International Baccalaureate students also distinguished themselves through exceptional achievement. Ruby Sylvester’s perfect score of 45 places her among an elite group of students worldwide who have attained the highest possible IB result. Success in the Diploma requires intellectual curiosity, broad subject mastery, resilience

and the ability to manage demanding internal and external assessment requirements. We congratulate the entire IB cohort for the way they supported one another and embraced the rigours of this wonderful pathway.

Our QCAA students once again achieved outstanding results. In addition to the two perfect ATARs, the cohort recorded 48 perfect scores in the external examinations. These examinations require students to perform under pressure in a single high-stakes setting, making such results especially commendable. The success of our QCAA students reflects careful preparation, expert teaching and the calm confidence with which they approached the demands of senior assessment.

Behind every outstanding result is a network of people who have invested deeply in our students’ success. Our teachers have once again demonstrated remarkable professionalism, expertise and care. They

know their students well, provide timely feedback, and continually refine their practice to ensure each learner is challenged and supported. Families, too, have played an invaluable role through encouragement, guidance and partnership with the College.

Most importantly, we congratulate the Class of 2025. They have left a legacy of scholarship, humility and service that will inspire future cohorts for years to come. We thank them for

the example they have set and look forward with confidence to the achievements that lie ahead for them beyond the College gates.

Ruby Sylvester IB 45

“My teachers were equally dedicated to the content as they were to caring about who I became as a person.”

One of my long-term personal goals has always been to consistently commit and try my best at things that matter to me. One way St Peters has allowed me to continue growing is the ability to study under the IB program. The opportunity pushed me intellectually, strengthening my discipline and time management skills.

Additionally, I am very grateful for my language exchange and the French tour. Being immersed in another culture deepened my passion for learning languages, showing me how valuable cross-cultural connection is.

Studying a Bachelor of Commerce/Bachelor of Science at the University of Sydney

Mulan Ma ATAR 99.95

“The supportive academic environment and guidance from teachers helped me to develop strong study habits, stay motivated and challenge myself.”

My friends and peers at St Peters have made school enjoyable and memorable, and the staff members have always been approachable and encouraging, supporting me both academically and personally.

I’ve participated in musical cocurricular activities, including string orchestras, which allowed me to make friends with other students who share similar interests. The many performance opportunities offered by the music department have motivated me to develop my skills in piano and cello.

Studying a Bachelor of Biomedicine with guaranteed entry to a Doctor of Medicine at the University of Melbourne

Sylvia Du ATAR 99.95

“St Peters is a school that is filled to the brim with spirit and opportunity, and will always have a special place in my heart.”

St Peters played a significant role in my academic goals, providing countless opportunities for me to learn and grow as a student. Some of these opportunities included study clubs and excursions — however, the most notable experience that I had during my time at St Peters was the French Study Tour.

Through the music program, I had the incredible opportunity to participate in tours, work with and inspire younger students, play in a symphony orchestra, and perform as both an orchestra member and soloist. Most of all, through the amazing music community, I was able to form relationships that will last me a lifetime.

Studying a Bachelor of Medical Science with provisional entry to a Doctor of Medicine at Griffith University

Springfield Academic Results | 2025

Lauren Head Acting Head of Learning and Innovation Springfield

90.83

Median ATAR

The St Peters Springfield Class of 2025 has delivered an extraordinary year of achievement, setting a new standard of excellence and truly embodying the spirit of Plus Ultra. Their results are not only impressive; they represent a powerful celebration of perseverance and ambition.

A defining highlight of this cohort is their outstanding success in post-school pathways. An exceptional 72% of students received an offer for their first-choice tertiary preference, a remarkable achievement that reflects both academic strength and clarity of purpose. Even more exciting, 57% secured early offers before Christmas or on graduation day, allowing many students to celebrate the end of their schooling with confidence and certainty about their future.

The diversity of pathways reflects a cohort ready to make meaningful contributions

More than 3 in 4 students achieved scores in the top 20% in QLD

5 students receive d Academic Commendations from Q CAA

80% of all subject results achieved an A or B 98% of students attained a QCE 89%

across a wide range of industries. Engineering (38%) and Health (31%) emerged as leading fields of interest, followed by Management and Law (each at 10%). These aspirations were matched by strong university destinations: 36% of students chose QUT, and 26% selected UQ, alongside Griffith (7%) and UniSQ (5%).

Academically, the results were of a very high standard. The highest ATAR of 98.3 reflects strong individual achievement, while the College’s collective results continue to improve. This year, the outstanding achievements of our young people were demonstrated in a median ATAR of 90.83, indicating that 56% of our students achieved an ATAR of 90 or higher.

This commitment to Plus Ultra in education is further reflected in the 98% of students who attained their Queensland Certificate

of Education. Strong academic performance was consistent across all subjects, with 80% achieving at least one A or B grade and 54% earning two or more A grades — an outstanding demonstration of sustained effort and high standards.

Vocational education has also been a major success story. With 45% of students completing a Certificate III or higher and an impressive 89% achieving one or more VET qualifications, this cohort has embraced multiple pathways to success, leaving St Peters Springfield with both knowledge and real-world skills.

The achievements of the Class of 2025 reflect a community dedicated to excellence in education and a group of young people ready to step confidently into the future.

Creating Sacred Space

A New Altar for Arise

Matt Wilksch Springfield Chaplain

One dynamic of a worshipping community coming together in a school is the flexibility required when sharing multi-purpose spaces. Arise Lutheran Church gathers in the Junior High Precinct Foyer — the same space used for Secondary School Chapel and assemblies. The space is lovely, with a warm, welcoming feel. It does, however, require significant setup before worship and packing away afterwards.

Along with the multi-use space is the functional furniture repurposed each week for worship. The altar is a school desk. The lectern is a music stand. The baptismal font is a glass bowl resting on a display stand that you could happily serve salad in!

The congregation has never felt that God is any less present or active because of the plainness of these items. Rather, their

ordinariness serves as a reminder that God sent his Son in the humble human form, and that when Jesus was born, he was placed in a manger, from which animals usually ate.

At the same time, this ordinariness can leave a sense of temporariness. There is little to distinguish our worship space as a place where we encounter the divine. So, it can be helpful to use purpose-made worship furniture to create that sense of sacred space and symbolism.

To that end, it has been a great joy to find a local craftsman, Pat Howarth of Howarth Woodworking, who specialises in worship furniture. Pat visited St Peters, listened to our needs regarding aesthetics and function, and designed and constructed three bespoke pieces for use in our context.

Using American maple, a hard-wearing, lightly coloured timber, Pat crafted a new altar, a lectern, and a baptismal font stand. Crosses made from ironbark timber sourced from St Peters’ own Ironbark property were incorporated into each piece as a meaningful connection to the College’s heritage. Pat also recently supplied the Indooroopilly Chapel with a new lectern and pulpit, replete with St Peters ironbark crosses.

Arise Church consecrated the new items for worship on 9 February this year, and they now serve as visible reminders of the enduring faith and community within the College. We are delighted with the finished product and pray that they serve Arise and St Peters for many years to come.

Building Strong Foundations

Partnering in Prep Literacy

In Term 1, we welcomed our Prep families into the Prep Centre for a Literacy Morning focused on building a shared understanding of how children learn to read and write at St Peters.

The purpose of the morning was simple but powerful: to ensure that parents and teachers are united in approach, language and expectations as our youngest learners begin their literacy journey.

Term 1 in Prep is all about foundations. Long before children begin formal reading instruction, they develop essential oral language skills through conversations, storytelling, songs and shared reading. Families have already played a vital role in shaping their child’s vocabulary, comprehension and confidence with language. Our goal was to build on this strong start and share how these early skills connect directly to reading and writing success.

We emphasised three key messages:

• Reading and writing share the same foundational skills and must be taught simultaneously. Our Little Learners Love Literacy (LLLL) books are not just for reading practice; they also strengthen writing by reinforcing phonics knowledge.

• Children learn the initial alphabetic code in Prep, followed by increasingly complex spelling patterns in Years 1–3. English has 44 sounds and approximately 250 spelling choices represented by just 26 letters. Systematic, explicit instruction is essential.

Mastering the alphabetic code takes three to four years. In the early stages, children use segmenting and blending skills to decode (read) and encode (write) words. Writing is cognitively more demanding than reading, which is why we explicitly teach both processes together to strengthen orthographic mapping (the way letters and sounds are securely stored in the brain).

We guided families through the practical ‘Read and Write’ approach we use with our LLLL phonics books at home:

Read the Heart Words and Speed Sounds (back of book) Read side-by-side, pointing to each word

• Segment and blend each word

• Re-read smoothly for meaning

We also clarified the difference between library books and our phonics books. Library books build vocabulary, comprehension and enjoyment when read aloud together.

Our LLLL phonics books are for children to practise applying taught skills independently. Both matter and both serve different purposes.

The response from families was overwhelmingly positive. Here’s what some of our Prep parents said about the Literacy Morning:

“I certainly enjoyed the fun session, and it is good to learn how to work with my child at home. I know he also likes the support from both the teachers and his parents.”

“It was amazing to see how far the children have come already with their reading and writing. We enjoyed learning how to use the readers and letter tiles for both reading and writing words.”

“I loved the practical tips. The whiteboard idea has already made home learning calmer and more positive.”

At St Peters, we all want the same outcome: literate students who can access meaning as readers and convey meaning as writers. By building a shared understanding between school and home, we strengthen the bridge that supports every child’s literacy success.

Developing Learners Beyond the Classroom

Outdoor Education in the Primary Years at Springfield

Lia Sabri Head of Primary Years Springfield

Outdoor Education in the Primary Years is embedded in the way we live and learn at St Peters, shaping not only what our students know, but who they are becoming. From the earliest years, our students step beyond the classroom to engage in experiences that build confidence, connection and a sense of adventure. Our Prep and Year 1 day camp on the College grounds provides a gentle, supportive introduction, where curiosity and independence begin to grow in a familiar environment.

As students move through the Primary Years, these experiences deepen. Year 2 at Emu Gully, Year 3 at QCCC Brookfield and Year 4 at Somerset Dam invite students to embrace challenge, work collaboratively and develop resilience. By the time students reach Year 5 at Kindilan and Year 6 in Canberra, they are drawing on these foundations to

navigate new environments, think critically and engage meaningfully with the world around them. As students step into the Secondary Years, they are well-prepared for their ongoing Outdoor Education journey, particularly their five-week Ironbark experience in Year 9.

These experiences are not add-ons; they are integral to our learning program and reflect the attributes of the International Baccalaureate (IB) Learner Profile. Through Outdoor Education, our students become risk-takers, communicators and reflective learners, growing in confidence and character with each experience.

In this way, we are actively living our Plus Ultra Ever Higher 2030 Strategic Intent, particularly our commitment to enriching life-wide learning, as our students develop the skills, dispositions and sense of purpose that will guide them well beyond their years at the College.

Visual Arts and Wellbeing

Communicating Character Strengths Through Art

Late last year, the Visual Arts faculty partnered with the Visible Wellbeing program to create a unique deck of Character Strength Cards designed by Junior High students, for students. At the heart of the project was the idea that visual art can communicate meaning, emotion and human experiences in ways words often cannot.

Through guest artist workshops and the Years 7–9 Art curriculum, students explored the 24 character strengths and the six virtues that underpin them. Using colour, symbolism, imagery and material experimentation, they developed personal visual responses that reflected their own interpretations and experiences.

During the creative process, students refined their ideas through critique and discussion. Through this iterative approach, they learnt that art is much more than an aesthetic practice; it is a sophisticated and essential form of communication capable of expressing complexity, emotion and connection across barriers.

Each artwork invites viewers to think, feel and connect. Now displayed in poster form around the College, the works continue to contribute to a shared culture of wellbeing while reinforcing the value of art as a communication tool.

What makes this project particularly impactful is that the cards were conceptually

designed by St Peters Junior High students themselves. Students articulated intention and meaning through brief artist statements, strengthening connections between visual literacy, technical skill and audience engagement. This approach fostered authenticity, ownership and student voice, ensuring that character strengths were represented in meaningful and relatable ways.

The project celebrates creativity and reflects the College’s belief that young people are active contributors to a thriving learning community.

Why Create Student Based Character Strength Cards?

The St Peters Character Strength Cards are grounded in positive psychology and support the College’s Visible Wellbeing approach. By helping students recognise, name and apply their individual strengths, the cards establish a shared language of wellbeing across the College community.

When strengths are represented through student created imagery, they become more than abstract concepts. They become visible, familiar and embedded in everyday learning, relationships and personal growth. In classrooms, the cards serve as a practical, accessible tool for both staff and students.

They can be used to affirm strengths in action, guide reflection and goal setting, support restorative conversations, and help students navigate challenges by drawing on their existing capabilities.

Over time, this consistent focus builds self awareness, resilience and agency, reinforcing the idea that wellbeing is not passive, but something students can actively develop and practise every day.

Student Leadership in Junior High

Kelly Fox Deputy Head of Junior High

At St Peters, we promote an inclusive philosophy of leadership, emphasising that students do not need a formal title to lead effectively. Leadership is understood as the ability to positively influence others through everyday actions — how students collaborate, support peers and contribute to the school community. This approach ensures that all students are encouraged to see themselves as capable of leadership in both formal and informal contexts.

“Leadership is about responsibility and service, not just the title. It is being ready to listen, help, represent others and looking for ways to contribute beyond your assigned duties.”

Shlok Thaker, 2025 Junior High Captain

In Junior High, we provide students with a range of opportunities to develop and demonstrate leadership. Roles include Class Representatives for Years 7 and 8 and formal positions such as Captains, Student Representatives and House Leaders for Year 9. These roles are complemented by broader leadership opportunities across sport, academic pursuits and cultural activities within the College.

Year 9 Leadership Day

To support this philosophy, we offer structured leadership programs, particularly for Year 9 students, as they prepare to take on roles of responsibility in Junior High. A key component is the annual Leadership

Day in Week 1 of Term 1, facilitated by yLead, an external organisation with expertise in student leadership development. This event involves presentations from key College staff and interactive workshops led by facilitators.

The Leadership Day focuses on essential themes, including the impact of attitude and behaviour on outcomes and school culture. Students are encouraged to value diverse perspectives, listen actively and respect differing opinions. The program also highlights creativity and collaboration, helping students understand that effective leadership often involves working in teams and recognising multiple approaches to problem-solving. The concept of servant leadership, which prioritises serving others rather than simply wearing a badge or having status, is central to the College’s philosophy.

“Being a leader means showing up consistently, whether it’s for flag duties, meetings, or outside on school excursions. These responsibilities may seem small, but they build trust and show reliability.” Chelsea George, 2025 Student Representative

Altitude Day

In Term 2, our Year 9 leaders, including members of the Student Representative and House Leadership teams, attend yLead’s Altitude Day at City Hall. This experience expands their leadership perspective through

keynote presentations by young community leaders and opportunities to connect with student leaders from other schools across Brisbane and South-East Queensland. The event fosters inspiration, networking, and a broader understanding of leadership in action beyond St Peters.

Aspiring Leaders: Servant Leadership Micro-Credential

Leadership development begins earlier in Junior High, with Year 8 students exploring leadership concepts through various activities. Building on this foundation, the Aspiring Leaders program is offered in Term 4 to interested students. Developed by Head of Junior High, Max Forbes, this program is grounded in servant-leadership principles and provides participants with a formal micro-credential upon completion.

The program focuses on developing key competencies, including leadership analysis and critical thinking; applied leadership skills; teamwork and collaboration; effective communication and influence; ethical judgement; and personal leadership philosophy. It also encourages self-reflection and the ability to transfer learning into real-world contexts, preparing students for ongoing leadership growth.

Community Involvement

In addition to their responsibilities within the College, such as assisting with events like Open Day, assemblies, Year 7 orientation activities and parent-teacher sessions, student leaders engage in meaningful service beyond the school. Each year, they work towards a Legacy Project, contributing to causes that benefit the wider community.

These initiatives have included volunteering at the St Lucia Community Gardens, supporting the Orca Project in Indooroopilly (which provides work-skills training for young adults with disabilities), and fundraising for Emmanuel City Mission through events like a Junior High Free Dress Day. Students also participate in hands-on service with the Mission by assisting with meal service to people experiencing homelessness.

“Being a leader isn’t about being perfect, it’s about being willing to help others and grow along the way.” Meera Gupta, 2025 Student Representative

Through these diverse experiences, students actively practise servant leadership, demonstrating empathy, responsibility and a commitment to making a positive difference. Collectively, these programs and opportunities define the Junior High Student Leadership framework, equipping students with the skills, values and mindset needed to lead with purpose both within and beyond the College.

McGrath Real Estate

My name is Alex Jordan, and I’m proud to support St Peters as a long-standing platinum sponsor through McGrath Real Estate. My wife and I have two children at the College, and it’s a privilege to contribute to the life of the school. In 2026, I am proud to be Platinum Sponsor of the cherished Ladies Lunch event and sporting programs, including Football, Netball, Rugby and Cricket.

One thing I truly love about supporting the College is seeing the impact of sponsorship on the programs. Each event and sport is the result of many hard-working staff and volunteers, all striving to provide the very best opportunities for our students. I hope my support helps bring to life the vision of these fantastic programs.

Thank you to our dedicated staff and parents who work so hard for our students. I am honoured to be able to support their great work and our College.

Client Testimonials

We had a fantastic experience working with Alex and the team. From our very first meeting, they came in well-prepared with a clear, structured plan, which gave us a lot of confidence. They were easy to work with and provided practical, well-thought-out advice throughout the process. With their excellent negotiation skills and fast, consistent feedback, our townhouse was sold within just one week. Highly recommend Alex!

Ziwei Wang

Working with Alex Jordan on the sale of our home was an absolute pleasure from start to finish. From our first meeting, Alex demonstrated a deep understanding of the local market and a genuine commitment to helping us achieve the best possible outcome. What stood out most was their outstanding communication. They were always quick to respond, proactive with updates, and consistently transparent throughout the entire process. Thanks to Alex’s expertise and strong negotiation skills, we sold our home quickly and with an excellent result. We felt fully supported and confident every step of the way.

Jennifer Haselgrove

Alex’s knowledge of the market, especially in his niche area of Indooroopilly, is exceptional. He’s an excellent communicator, skilled negotiator, and a highly experienced professional who kept us informed and confident throughout the entire process. Under Alex and his team’s guidance, the sale outcome far exceeded our expectations. We couldn’t be happier with the result and highly recommend his services to anyone looking to sell their property.

Kath Armstrong

We are incredibly grateful for the exceptional service provided by Alex during the sale of our home. Alex took the time to truly understand our family and our unique needs. What impressed us the most was Alex’s dedication to ensuring we felt comfortable every step of the way. He provided invaluable insights and guidance, preparing us for each stage of the sale with professionalism. If you’re looking for a real estate agent who genuinely cares about your needs, we wholeheartedly recommend Alex.

Ed Sparling

Championing Young People in a Digital World

St Peters was proud to welcome two of Australia’s most compelling voices in youth advocacy, Daniel Principe and Emma Tabacaru, for an inspiring two-day visit with students, parents and staff in Term 1.

Their presentations sparked meaningful conversations around the values we hold at the heart of our school community — empathy, respect, belonging and building strong character in an increasingly digital world. Through thought-provoking sessions tailored for different year levels, Daniel and Emma challenged and encouraged our young people to reflect on how they show up for one another, both online and in person.

The visit has deepened our collective commitment to nurturing a generation of young people who choose to lift, support and champion each other, qualities that define not just good students, but good human beings.

We recognise and deeply value the important work Daniel and Emma continue to do in this space, dedicating themselves to empowering young people and equipping communities with the tools to foster genuine connection, resilience and belonging.

We are grateful for the lasting impression this visit has left on our community.

Tertiary Showcase 2026

Exploring Pathways Beyond School

During Term 2, St Peters hosted its second Tertiary Showcase, building on the success of the inaugural event in 2025 with an even greater number of participating institutions. The Centre for Learning and Innovation was abuzz as over 300 students explored a range of post-school study and career options.

Working collaboratively with Matthew Peacock from Bond University, the St Peters Careers Centre welcomed representatives from Australian Catholic University, Bond University, James Cook University, QTAC, TAFE QLD, University of Sunshine Coast, University of Southern Queensland, QUT and the University of Queensland. Together, they provided students with valuable information about tertiary study options and alternative pathways, and offered nuanced information about their specific organisations.

The event began with presentations from representatives of Bond University, UQ and Griffith University, who shared insights into the university experience.

Students heard about the importance of

skills such as independent learning and time management, as well as the value of engaging with the myriad student-centred groups on campus. Representatives also discussed fee payment options and oncampus student support services, and the variety of entry pathways for more competitive degree programs.

Throughout the Tertiary Showcase, students were encouraged to engage with institution representatives by asking questions about course content, structure, duration, modes of delivery, assessment methods and types, and employment outcomes. These conversations were designed to help students determine whether particular courses align with their abilities, values, sense of purpose, learning style and long-term aspirations.

Students were also encouraged to consider future employment options arising from their preferred course, assess the skills they will graduate with, and determine how transferable those skills will be across work clusters. Year 10 and 11 students also had the

opportunity to attend the showcase during their lunch break, further expanding access to the event across the Senior School.

As disruptive influences such as Generative AI continue to impact the world of work, events like the Tertiary Showcase provide a valuable opportunity for St Peters students to engage directly with universities and training providers, ask questions and explore the wide range of pathways available beyond school.

As the future world of work continues to evolve, experiences like these empower students to make thoughtful, informed decisions about their next steps with confidence and clarity.

Finding the Way

How the Wayfinding Project Guides Springfield Students

Students learn how to manage challenges, relfect on experiences, and adapt to change

At St Peters Lutheran College Springfield, we believe young people flourish when learning is purposeful, connected and future focused. The Wayfinding Project is a signature initiative designed to guide students through one of the most important questions of adolescence: “Who am I becoming, and how do I find my place in the world?”

Grounded in wellbeing, character and pathway learning, the program supports students across Years 8–10 to understand, belong and contribute, creating the conditions to grow and thrive in both current and future society.

Year 8: Society I See… Society I Want…

The Wayfinding journey begins in Year 8 with awareness. Students are encouraged to examine the world around them and their place within it. Through guided reflection, strengths exploration and solutionfocused thinking, Year 8 students learn how environments, cultures and systems shape experience, and how their own beliefs

and choices shape the future they want to help create.

This foundational year empowers students to understand themselves better, others and the society they are stepping into, building curiosity and perspective rather than fear of change.

Year 9: How and Where Can I Contribute?

In Year 9, the focus shifts from observation to connection. This is a pivotal stage where students begin to see themselves not just as members of a community, but as contributors to it. Through learning centred on values, character, leadership and service, students deepen their sense of belonging to something larger than themselves.

By exploring volunteering, teamwork and real-world skills, students gain confidence in their capacity to make a positive difference, locally and beyond. Belonging is reframed not as fitting in, but as showing up with purpose.

Years 10: From Intention to Action

Contribution becomes more tangible as students move into Year 10. Here, learning focuses on translating strengths, interests and values into meaningful contributions. Students develop practical skills for the world of work, explore diverse career pathways, and engage in purposeful planning for senior studies and beyond.

This stage reinforces that contribution is not about having all the answers, but taking informed, ethical and confident first steps.

Building Capability and Character

Across all year levels, The Wayfinding Project intentionally develops resilience, emotional capability, decision-making skills and growth-oriented habits. Students learn how to manage challenges, reflect on experiences, and adapt to change — skills that matter far beyond school.

Preparing for Life, Not Just School

Ultimately, The Wayfinding Project is about equipping students for life. When young people understand themselves and society, feel that they belong and know how to contribute, they are far more likely to thrive academically, socially and personally.

At St Peters Springfield, The Wayfinding Project reflects our commitment to developing confident, compassionate and future-ready young people. With an education focused on capacity and knowledge, our students will know that no matter the direction their lives take, they will have the skills, mindsets and purpose to find their way.

Exclusive to Springfield, The Wayfinding Project takes place in 1-hour sessions once a fortnight throughout the year.

Sarah Johnson Pathways and Counselling Leader Springfield

Joel Sheppard VET Coordinator Springfield

A Pathway to Excellence

St Peters Netball

Netball holds a unique place at St Peters Lutheran College, Indooroopilly, as the only girls’ sport program offered from Year 3 through to Year 12, providing a clear and consistent pathway for female students across all stages of schooling. In recent seasons, the program has continued to deliver strong results, with performances across school, state and national pathways reflecting the depth and structure now in place.

A hallmark of this success was the back-toback QGSSSA Open Premiership titles in 2024 and 2025. Securing consecutive premierships is a significant achievement and reflects the Netball program’s strength and consistency.

St Peters has also been competitive beyond the QGSSSA competition. On the national stage, the College has continued to impress at the Vicki Wilson Netball Competition, one of Australia’s most prestigious school Netball tournaments. After claiming the

national title in 2024, the team backed up its performance in 2025 with an outstanding third-place finish. Competing against the strongest school programs from across the country, the team’s ability to consistently perform across a demanding tournament further highlights the quality of the program.

Several Old Scholars have represented teams in Suncorp Super Netball, the ANZ Championship, and at the international level, while several current students are part of Netball Queensland pathway programs. Students from St Peters also competed in Netball Australia’s 17/U and 19/U National Championships held in Victoria earlier this year. These championships form a key part of Netball Australia’s performance pathway, bringing together the strongest emerging athletes from each state. Selection for this event reflects consistency across school and state competitions, while also providing players with exposure to elite environments and performance expectations.

Coaching expertise within the College has also been recognised externally. One of St Peters’ long-standing head coaches and former Firebirds player (#21), Tracey Bruce, has been appointed team manager and assistant coach of the Firebirds Futures, assisting Paula Stuart as Head Coach. This role focuses on developing high-potential athletes within the Queensland Firebirds pathway. St Peters is also fortunate to have Patti Farrell, a former Firebirds coach (2000–2001) and present Brisbane North Cougars coach, as our Open Netball Head Coach. Together, these coaches form an exceptional partnership, further strengthening the Netball program.

St Peters also remains committed to providing meaningful opportunities for students, staff and families to engage with and celebrate Indigenous culture, while acknowledging the history and contributions of First Nations peoples. This commitment is further strengthened through the official Memorandum of Understanding with the Queensland Firebirds, which supports First Nations netballers and explores potential pathways at the College. These initiatives provide clear and culturally inclusive opportunities for Indigenous girls, supporting both their Netball development and academic growth within a highperformance environment.

In recognition of these collective achievements, St Peters has also received an invitation to compete in the 2026 QISSN Carnival, an event reserved for Queensland’s strongest school Netball programs.

Together, these achievements reflect a program built on strong leadership, athlete development and a commitment to excellence. With clear pathways, elite coaching, and a supportive school community, St Peters Netball is exceptionally well positioned for continued success in 2026 and beyond.

Ainslee Knight Acting Girls Sport Coordinator

St Peters Quartet Shines in Inaugural AIC Showcase

For the third consecutive season, St Peters Lutheran College has secured a top-three finish in the AIC First XI competition, highlighting the squad’s character and consistency. In 2026, the program received further recognition with the introduction of the inaugural AIC North v South Cricket Showcase, a new initiative celebrating the competition’s top talent.

Held under lights at the Valley District Cricket Club in March, the T20 showcase brought together standout First XI players from every AIC school in a high-quality match that demonstrated the strength of schoolboy cricket in Queensland.

Representing St Peters in the AIC North side were Beau Guppy (Year 12), Charlie Conway (Year 12), Oliver Goring (Year 12) and Luke Harvie (Year 11), with each player earning selection following impressive performances in St Peters maroon. Oliver was the first St Peters player selected by the North Coach, Michael Abbott from Marist College, on

the back of his stellar season, recording an average of 46.29 runs as opening batsman.

Reflecting on the experience, Oliver said, “Being the strongest Northside representative felt like carrying a bit of pride on our shoulders. St Peters has a reputation for producing tough, disciplined cricketers, so stepping into that environment made the whole experience feel more serious and more professional”.

Competing alongside players from St Patrick’s College, Marist College Ashgrove, and Padua College, the St Peters quartet played a pivotal role in the North side’s chase of 120 runs.

Beau and Oliver contributed greatly to the North side’s scoring, with the pair contributing over 90 runs, allowing the team to respond to the South side’s earlier batting exploits. In a dramatic finish, the inaugural showcase ended in a rare tie, with both teams finishing on 120. Charlie faced the final ball and responded by tying the game with

the last delivery on the back of his threewicket cameo.

The match showcased the skill, athleticism, and sportsmanship synonymous with AIC Cricket, while providing players with an opportunity to test themselves against the competition’s best.

Luke commented on the historic match, saying: “It was a great achievement, especially as a Year 11 student, to play with and against mostly Year 12s who have already had First XI experience, and to take a wicket against the competition’s best.”

The introduction of the North v South showcase marked an exciting step forward for AIC Cricket and reinforced the strength of the St Peters program. With four representatives selected in the inaugural match and another top-three First XI finish secured, St Peters continues to establish itself as itself as a school producing top level cricketers in AIC.

Expanding Opportunities with the Junior Girls Sporting Alliance

This year has marked an exciting and important step forward for girls’ sport in the Primary Years with the introduction of the Junior Girls Sporting Alliance (JGSA) for our Year 5 and 6 students.

The Queensland Girls’ Secondary Schools Sports Association (QGSSSA) represents the pinnacle of girls’ school sport in Queensland, providing an exceptional pathway for our students in Years 7–12. In the Primary Years, St Peters has continued to expand opportunities, introducing Met SouthWest Cricket, WDNA Netball, Graceville Hounds Touch Football, girls’ Basketball and increased participation in Metro Meets.

At the same time, there has historically been a contrast between these opportunities and the structured pathway available to boys through the AIC competition. The Junior Girls Sporting Alliance builds on the strong momentum already underway, creating a more connected and intentional pathway that begins earlier and strengthening girls’ sense of identity, belonging and confidence in sport.

In its inaugural year, the Alliance focuses on three core sports — Swimming, Cross Country and Track and Field — with strong growth potential as additional sports are introduced in future years.

St Peters was proud to host the opening JGSA Swimming carnival in Term 1, the inaugural Years 5–6 Fortissima Cup. In a wonderful afternoon of racing, our girls finished third overall and second in the Percentage Trophy — an outstanding result in the first year of the competition. More importantly, the team approached the day

with enthusiasm, resilience and genuine support for one another, reflecting the spirit of the Alliance.

Looking ahead, the Cross Country event will take place in May, followed by Track and Field in August. These events will continue to provide valuable opportunities for students to challenge themselves, represent their school, and experience the unique sense of connection that comes through shared effort and competition.

The strength of the Alliance is also reflected in the calibre of participating schools: All Hallows’ School, Brisbane Girls Grammar School, Loreto College Coorparoo, Lourdes Hill College, St Rita’s College and Stuartholme School. These partnerships reflect a shared commitment to fostering positive and purposeful sporting experiences for girls while strengthening connections across school communities.

At its core, the Junior Girls Sporting Alliance is about more than competition. It is about creating an environment where girls feel supported to participate, encouraged to take risks and inspired to see themselves as capable and confident in sport. For some, this will be their first experience of representing the school; for others, it will deepen an already growing passion.

The early success of the JGSA has been incredibly encouraging, with a genuine sense that this is only the beginning of stronger pathways, greater participation, and more opportunities for our girls to thrive. Because when girls feel like they belong in sport, they are far more likely to remain involved in it. That is where the real impact lies.

Finding His Speed

Ethan Lee’s Rapid Rise

in Cycling

“Winning

gold at the Junior National Track Championships ...is something I’ll never forget.”

For most athletes, success at a national level is the result of years of steady progression. For Year 8 student Ethan Lee, the timeline has looked a little different.

A student at St Peters Springfield since Prep, Ethan has grown up within the College community, developing his interests, building confidence, and discovering his passion for cycling along the way.

Less than two years ago, Ethan was simply exploring the sport, learning the feel of the bike and enjoying the freedom cycling brings. But as he recalls, his connection to cycling began much earlier.

“When I was seven, my father [took me on a] 50km ride from Mt Ommaney to Brisbane City on a small mountain bike. It was the first-ever ride I enjoyed and felt satisfied by. Looking back, that long ride wasn’t just about distance; it was the first time I understood that I could have potential and could keep going through hard training,” Ethan said.

What followed was a rapid ascent, shaped by natural ability, consistency and a willingness to improve.

That progression became undeniable in December, when Ethan delivered a dominant performance at the State Championships, securing eight gold medals and earning selection to represent Queensland at the 2026 AusCycling Junior Track National Championships held in Brisbane from 28 April to 1 May.

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Competing against the country’s best young riders, Ethan rose to the challenge, claiming the title of National Champion in the U15 Boys Sprint, alongside strong results across multiple disciplines:

• U15 Boys Sprint – 1st Place (National Champion)

• U15 Boys 500m Time Trial – 3rd Place U15 Boys Individual Pursuit – 5th Place

• U15 Boys Keirin – 8th Place

One of his most memorable cycling moments to date came on the national stage.

“Winning gold at the Junior Track National Championships and earning a national jersey is something I’ll never forget.”

Cycling is a sport that demands focus and resilience, qualities Ethan continues to develop through a demanding training schedule.

“A typical training week is six to seven days, riding a minimum of 50km per day and often up to 100km, including races on weekends,” he said.

Despite the intensity, Ethan remains passionate about exploring new places and pushing his limits.

At St Peters, Ethan has found an environment that supports both his academic and sporting pursuits.

“St Peters has been incredibly supportive through my cycling journey, encouraging me to grow both on and off my bike.”

While cycling is often seen as an individual sport, Ethan’s journey reflects the strength of those around him.

“My parents and my coaches have supported me through my whole cycling journey, helping me during difficult times.”

With his sights now set on future junior tours and state championships, Ethan’s journey is only just beginning, driven by a commitment to keep improving and make the most of every opportunity.

Kale Reed Head of Sport Springfield

and in action at the State Championships

Sights and Sounds

A Night at the PAC featuring Soundscape

A Night at the PAC, held on 28 March, brought together music and visual art in a collaborative showcase featuring Soundscape, an interdisciplinary project uniting Art, Film and Music. Across three concerts, 21 St Peters ensembles presented a diverse program of musical styles to appreciative audiences. For many students, this marked their first performance of 2026, which made the high standard of performance achieved particularly impressive.

Throughout the evening, Art students responded intuitively to the music by creating live visual works. They produced two dynamic painted canvases and a floor-

based drawing that explored rhythm, energy and shared creative decision-making in real time. In addition, animated sequences developed in class by Art and Film students were projected during performances, adding further depth to the concert experience.

A fundraising auction of completed artworks supported the St Peters Soloists International Tour and reinforced the sense of unity that defined the event. Congratulations to all students and staff for their creativity and commitment.

Growing People and Purpose St Peters Leaders Program

What if the next great idea for your school didn’t come from the top? At St Peters, that’s not a what-if — it’s intentional. The St Peters Leaders Program was built on the belief that leadership isn’t confined to job titles, and that some of the most valuable leadership capabilities in a school are already sitting in its classrooms and offices, just waiting for the right conditions to grow.

Now in its third cohort, the two-year program brings together teaching and non-teaching staff to explore what it really means to lead, from decision-making and governance through to executive presence and leadership of self. Participants learn through professional development sessions, mentoring, peer collaboration and a Leadership Project that challenges them to identify a problem, drive change and measure impact.

I caught up with Program Owner and Deputy Head of College Lisa to find out how the program has evolved, what’s been learned along the way, and how it’s quietly reshaping leadership culture across the College.

What was the original vision for the program?

The original vision for the St Peters Leaders Program was to intentionally grow leadership capability from within the College by identifying and developing staff with the capacity and aspiration to lead. We wanted to create a program that was authentic to the St Peters context. It reflects our belief that leadership is not confined to positional roles but can be cultivated across the College community.

How has the program evolved since inception, and what have been your most significant learnings?

As the program has matured, we have become more intentional about balancing leadership theory with practical application and providing greater opportunities for collaboration, reflection and coaching. One of the biggest learnings has been the importance of creating an environment where participants feel comfortable being challenged, taking risks and learning from one another. We have also learnt that some of the most powerful growth occurs through the relationships formed within the cohort and through the process of implementing real change, rather than simply discussing leadership concepts in theory.

The program includes both teaching and non-teaching staff. What value does that diversity bring to the program?

Including teaching and non-teaching staff is one of the program’s greatest strengths. It reflects the reality that leadership exists across every part of the College and that every staff member contributes to the student experience and the broader culture of the organisation. The diversity of perspectives enriches discussions and helps participants develop a much deeper understanding of how the College operates as an interconnected community.

A key part of the program is the Leadership Project. How are participants supported to implement meaningful change?

A major focus of the program is helping participants understand that leadership is about influence, implementation, and impact. We support participants to move from identifying a problem or opportunity through to planning, consultation, action and reflection. They receive feedback and coaching and are encouraged to think strategically about how to build support and create sustainable change.

What are some standout projects from past cohorts?

Standout projects have included the St Peters Brand Refresh, undertaken by Marketing and Communications Manager Anthony Cox, and the Cross-Disciplinary Electives project, conducted by Secondary Teacher

Lucy Boland. Anthony’s Indooroopilly and Springfield-wide strategic initiative has required him to articulate and champion the brand refresh vision for the College. Lucy identified a gap in the Year 9 curriculum and, by harnessing students’ and staff members’ ideas and input, has created learning opportunities we could fill 20 times over. It has really impacted how we offer electives and how we work and teach together.

How has the program influenced the College’s broader leadership culture?

The program has helped create a more intentional and connected leadership culture across the College, reinforcing the idea that leadership is shared and relational, rather than hierarchical. The program has created networks across the College and fostered a culture of collaboration, reflection, and continuous improvement. We are seeing participants take initiative, lead conversations, contribute strategically, and support others in ways that continue well beyond the formal program itself.

What has been the most rewarding aspect of leading this program for you personally?

The most rewarding aspect has been watching people grow in confidence and begin to recognise their own capacity to lead and positively influence others. It is incredibly rewarding to see participants challenge themselves, step outside their comfort zones, and make meaningful contributions to the College community. I have particularly valued the relationships formed through the program and the opportunity to learn alongside such talented and committed staff. Seeing participants take on leadership opportunities or implement initiatives that genuinely improve the College has been deeply fulfilling.

Leadership Testimonials

“The most valuable aspect of the program has been learning to lead meaningful change through a structured, reflective approach grounded in both data and community voice. Through leading the design of three crosscurricular subjects for Year 9, I worked closely with stakeholders to shape a shared vision responsive to student needs. This experience strengthened my ability to translate organisational priorities into thoughtful,

sustainable initiatives that enrich teaching and learning and continues to inform how I lead improvement across the College.”

Lucy Boland, Secondary Teacher

“Through the Leaders Program, I have learned how much insight and wisdom my peers have across the College when you take time to listen. The sharing of ideas and experiences is invaluable and getting to know each other provides confidence that I can draw on their support when necessary. Leadership requires awareness beyond one’s own area. My peers have shown me that leadership isn’t about having all the answers, but about staying open, curious and supportive.”

Anthony Cox, Marketing and Communications Manager

Symphonic Winds On Tour

Japan and Taipei 2025

In December 2025, St Peters Symphonic Winds embarked on a whirlwind tour of Japan and Taipei. Arriving in Osaka, the 60-strong group hit the ground running with performances alongside the Osaka Jazz Collective at Osaka University and a joint ‘Japaralia’ concert with Kansai University High School and Takatsuki Junior High School. These performances provided a wonderful exchange of music and culture and set the tone for the tour. Students also enjoyed a visit to Universal Studios.

The tour continued to Kobe, where students explored Suma Rikyu Park before performing with musicians from Marist Brothers International School. After a busy day of music-making, the group enjoyed shopping and dining at Kobe Harbourland before travelling on to Kyoto.

In Kyoto, students visited the historic Nijo-jo Castle before performing at Kyoto International School. The group then

travelled to Fukui and explored local shops and restaurants ahead of another musical and cultural exchange with Fukui Senior High School.

Next stop, Kanazawa, home prefecture of St Peters Percussion Coordinator, Nozomi Omote. Highlights included visits to the Insect Museum, Kanazawa Castle Park and the Samurai District, as well as a special performance with Ms Omote’s first music teacher, Saito Sensei. The group felt so welcomed by the students and staff, they were reluctant to leave.

From Kanazawa, they travelled to Oshino near Mt Fuji, arriving in time to see the mountain in all its glory. The evening ended with with dinner and fireworks.

The following morning, the group travelled to Tokyo for sightseeing at the famous Shibuya Scramble Crossing before dinner at Harajuku. St Peters then spent the final three

days in Japan with Sister School, Toho Senior and Junior High School. Students stayed with host families and were treated with special dinners and sightseeing experiences. While at Toho, the group presented a lunchtime concert featuring the Senior Stage Band and Jazz Combo, before concluding the tour with a combined Christmas concert alongside their hosts. Celebrations continued with a farewell party for graduating Year 12 students and those staying in Japan with their families.

The tour ended in Taipei, where students experienced many of the city’s highlights.

Thank you to students and staff for an incredibly rich musical and cultural experience. Throughout the tour, students were exceptional ambassadors for St Peters, showcasing their musical talent, expertise and spirit of the College across Japan and Taipei.

Meet Tim Sedgwick

St Peters Welcomes a New Director of Boarding

Shannon King Communications Officer

Tim Sedgwick has spent his career working alongside young people and watching them find their footing far from home. It has given him a phrase he returns to when he talks about what good boarding looks like: known, valued and connected. It sounds simple. But behind it sits a considered philosophy, shaped by senior leadership roles across some of Australia’s most respected boarding schools.

Those roles include Assistant Director of Boarding at St Ignatius’ College Riverview in Sydney, and Head of Boarding Residence at Marist College Ashgrove in Brisbane, where he led student wellbeing, staff development and the daily rhythms of residential life. Along the way he completed a Master of Education and a Master of Business Administration, both at James Cook University, and holds a Level III Duty of Care Accreditation through the Australian Boarding Schools Association.

Tim joined St Peters at the start of 2026 as Director of Boarding, and from the outset he felt that he had joined a community that shared his values.

“What has struck me most in my first few months at St Peters Boarding is the genuine sense of belonging that exists across the community,” he says.

“There is a warmth and authenticity in the way students, staff and families connect with one another that makes Boarding feel

far more than just a place to live. I have also been incredibly impressed by the character of our students. Their willingness to support one another, embrace opportunities and contribute positively to the wider College community is something very special.”

What drew Tim to St Peters was something he noticed before he’d even walked through the door. “I was attracted by the strength of its values-driven identity and its longstanding commitment to boarding within the Queensland educational landscape,” he says. “St Peters demonstrates a clear integration of holistic education through academic excellence, faith, service and pastoral care.”

He was equally struck by what the College’s boarding culture meant to the families it serves, many of them rural, regional and international, who place an enormous degree of trust in a school to care for their children across the distance. “Boarding represents a significant commitment and trust from families,” Tim says, “and it was evident to me that St Peters recognises and honours that responsibility.” For Tim, that relationship between school and family isn’t a formality. It’s a partnership he hopes to deepen by keeping communication open, expectations shared, and boarding feeling like a genuine extension of home.

His vision for St Peters Boarding is both grounded and ambitious: stronger academic

mentoring, expanded student leadership pathways, and wellbeing frameworks informed by current research on adolescent development. But underneath the practical priorities is a belief about what boarding is fundamentally for.

“Boarding is not simply supervision or accommodation,” he says. “It is about formation. It allows educators to intentionally shape environments where young people feel safe, secure, supported and challenged to reach their potential.”

The word formation matters to Tim. Boarding, in his view, is one of the rare educational settings where the work of growing up happens in full view, and where the adults in the room have both the responsibility and the privilege of being genuinely present for it. From belonging comes confidence. From accountability comes maturity. From being known comes the courage to grow.

Ultimately, what Tim hopes students take with them when they leave isn’t a list of achievements, but something harder to quantify. “I hope they leave with a strong sense of belonging and gratitude for the formative experiences boarding provided — prepared not only for further study or career pathways, but for life.”

Red Earth Stories

Ladies Lunch Supports Service Learning Excursions

The St Peters community came together in style at Hillstone for this year’s Ladies Lunch, raising vital funds to support the 2026 Red Earth Immersion Tour — a transformative experience that will see 20 Junior High and Senior School students connect with 65,000 years of Indigenous Australian culture.

The event was a wonderful blend of community spirit and purpose, guided by MC Bec Sparrow. Renata Rankin, Director of Identity, Formation and Service, along with current students, shared reflections on past immersion tours, giving guests a glimpse of the profound impact these experiences have on young people.

The success of the day was made possible through the generosity of sponsors Alex Jordan from McGrath Estate Agents (Platinum), Allclear Print & Signs and Allsports Physiotherapy (Silver), and The Pet Chalet (Bronze), as well as funds raised through the raffle and silent auction. Thanks also go to all the individuals and businesses who donated prizes.

A terrific result and an exciting step towards an unforgettable experience for the students heading to Red Earth in 2026.

Thank you to our sponsors.

The Spirit Continues

Llewellyn Jones President St Peters Old Scholars Association

If you look through the pages of the SPOSA Facebook site, browsing the photos and stories, you will definitely spot people you know, and maybe even see yourself staring back from a grainy photo with a better head of hair, fewer wrinkles and perhaps a slightly self-conscious cheesy grin.

As SPOSA enters its octogenarian decade, we can truly say we have generations of Old Scholars spanning different eras and a wide variety of life experiences. There is much to admire and be proud of when you look around and see what has been achieved in the lives of our Old Scholars, and also how the school, like us, has developed and evolved.

Earlier this year, at the Founders’ Day Assembly, I shared with the current students that we used to have a resident emu in the ‘nature reserve’ where the current Middle School Oval now stands (I think this information was received sceptically by some). Things were a little less wellmanicured back then. While the facilities are now more polished and less wild, and

the faces on campus are new, what hasn’t changed is the spirit of inclusion and aspiration — the St Peters spirit referred to as Plus Ultra. In those grainy photo days, we were looking forward to what tomorrow would bring. We were aiming to build on what we had for a better future. And we continue to aim ever higher today.

It has been said, ‘If you want to understand today, you have to search yesterday’. The St Peters Spirit goes back to our founders in the 1940s. A time of sacrifice, hard slog and generous community sharing to build something better for a common good. Each decade since then has seen a progressive building on that initial impetus of our Lutheran forebears. It comes from a place of human kindness, friendship and caring for those around us. We are not elitist, but we do aspire to achieve greater things in an egalitarian manner.

Running a school in this modern era is a complex business. To succeed at a base level, it needs not only to balance its books but also to attract and retain high-performing staff and deliver on academic and cocurricular performance indicators in a competitive market. The true measure of its success must be found in the human quality of its students and the positive impact it makes on the broader community. Can a school be a positive force in the world?

We have to believe that to be the case. Our Lutheran founders held that belief, and we carry on that legacy today in our daily lives as former students — wherever we are in the world and whatever our field of endeavour. We all make our individual contributions in the big things and the little things, too. St Peters has a proud history, and we have all been a part of it. Each of us has a personal St Peters story. We all carry the traces of our school days through our life journey, and I hope your journey contains some ripping yarns!

This is my last Plus Ultra article as SPOSA President. It has been my privilege to serve in this capacity for the past seven years. Although stepping down, I will remain a supporter of our association and the school and will always celebrate and champion all the good things we stand for. Thank you, and best wishes to you.

In Memoriam

We respectfully acknowledge the passing of the following Old Scholars.

Help us honour and remember members of our St Peters community.

If you know of an Old Scholar who has passed, please contact us at 3377 6592 or sposa@stpeters.qld.edu.au

Gertrude K Leggett (née Hermann, 1951)

Maxwell Jannusch (1952)

John Larsen (1955)

Lynette Cameron (née Stehbens, 1958)

Gerhard Kirsch (1958)

Beverley McMahon (née Riethmuller, 1959)

Ivan Tanzer (1959)

Russell Spies (1961)

Pam Maddox (née Schubring, 1962)

Diana Hutson (1969)

John Hughes (1975)

Dremalei Berry (1991)

Rylan Pribadi (2025)

Coming Home

Old Scholars Return for SPOSA Week

In February, SPOSA Week united Old Scholars and current students in a celebration of community, connection and legacy. This year held special significance as St Peters Old Scholars Association marked 80 years of fostering lifelong bonds among its members.

Founders’ Day Assembly, held in the Chapel Forecourt, commemorated 81 years since the College’s founding. Its most moving moment came when multi-generational Old Scholars formed a guard of honour, a powerful symbol of the ties that span generations. Captain Eric Beutel (1955) captured the spirit: “It was like coming home.”

With over 16,000 Old Scholars connected through SPOSA, students were reminded they inherit a tradition built on character, compassion and service that extends far beyond the school gates.

SPOSA Celebrates 80 Years

The SPOSA Spirit: Celebrating 80 Years of Connection

Eighty years is both a milestone and a mirror. For the St Peters Old Scholars Association (SPOSA), it is an opportunity to celebrate longevity and reflect on the enduring spirit that has connected generations of Old Scholars since 1945. What began in a time defined by sacrifice, hard work and a commitment to building something better for the common good has evolved into a vibrant, global community, yet the essence remains unchanged.

Our Lutheran founders laid more than physical foundations; they instilled a way of being. They envisioned a community where individuals flourished academically, morally and socially. That vision has continued every decade since, growing stronger with each graduating cohort.

Today, as SPOSA marks 80 years, the stories of Old Scholars across generations reveal a common ground: while each experience is unique, the St Peters Plus Ultra spirit is unmistakable. It lives on in the values, relationships and contributions that shape lives long after school days have ended.

Building Character Foundations – 1940s and 1950s

For those who experienced St Peters in its earliest years, the College was both a place of opportunity and a ground to build resilience. The 1950s were a time when friendships were made through shared experience, whether in the boarding house, the classroom or the refectory (now Café 45), and those bonds have lasted for decades.

Founding student Colin Spann (1949) reflects on how his time at St Peters set

him up for life, not only through education, but by equipping him to navigate difficult circumstances. The connections formed at the College, which he fondly describes as “the old school tie”, proved invaluable and “opened many doors” for Colin during his life.

Similarly, Noel Haug (1958) recalls the lifechanging impact of transitioning from a “one teacher bush school” into a full boarding environment with over 400 students. “Living and studying together, we developed a deep sense of companionship, mutual support and resilience… For me, opportunities arose as a prefect to exhibit leadership, discipline and responsibility,” Noel says.

These early experiences and learnings would later underpin his work leading international teams for 15 years in China and Mongolia, demonstrating that the values he learned at St Peters extended far beyond the classroom.

Growth and Grit – 1960s and 1970s

As the College grew, so too did its culture of striving and creating a sense of belonging. Brian Venz (1961) recounts a defining moment in St Peters sporting history following a gruelling Rugby training camp, saying, “We returned to school with feelings of achievement and considerable optimism in our abilities… the team won its first match and every match after that… St Peters had won the first Rugby Premiership in its history.” This was more than a sporting victory; it was a shift in belief, demonstrating what could be achieved through discipline, teamwork and perseverance. Brian continues, “Captaining a successful premiership-winning Rugby team was my first positive and successful experience in the role of leadership”.

For our boarders, the College was not just a school but a second home. Gwen Lewerissa (1973) remembers St Peters as a “safe sanctuary” and “home away from home” where she and her siblings spent most of the year far from Papua New Guinea. She believes that Boarding life nurtured excellence, resilience, self-reliance and long-lasting friendships. “It was the calibre of people that I met that made it the most defining experience, turning peers into lifelong kin,” she says.

Excellence and Opportunity – 1980s and 1990s

By the 1980s and 1990s, St Peters had firmly established itself as a place of high expectations and opportunities. Old Scholars from this era often speak of a culture that encouraged both achievement and contribution.

Natalie Dau (1989) reflects that it’s not until later in life that you appreciate how much school moulds you as a person. “More than 30 years on, I am still drawing on that high-performance approach, setting two Guinness World Records in running over the past three years,” she shares.

For Natalie, success goes beyond personal achievement — it is measured by her commitment to giving back, particularly through fundraising to support underserved youth in Asia. “St Peters gave me the foundation to become the best version of myself.”

Megan Daley (1993) offers another perspective by highlighting the lasting influence of passionate educators. Her love of nature was sparked by her Science teacher, Mr Barry Jahnke, whose enthusiasm for Australian native plants and care for the environment left a lasting impression.

Decades later, Megan carried those lessons into her own life, then returned to St Peters as a teacher, becoming the guardian of the very rainforest her mentor had established in the 1970s. She describes the experience as “an incredible and deeply meaningful honour”, adding,

“I feel so fortunate to be still learning from such a passionate St Peters educator”.

A Global Perspective – 2000s to Today

In recent decades, the St Peters experience has become increasingly global, reflecting a world more connected than ever, while remaining grounded in its core values.

Tiffany Tivasuradej (2011) speaks of the impact her experience as a boarding student had on her career long after she graduated. “Sharing a living space with peers from diverse backgrounds taught me to navigate different cultural perspectives with empathy, skills that I use daily in collaborating with global colleagues.”

She also highlights the lasting personal impact of the Ironbark program. “The grit I developed at Ironbark…has given me the lifelong confidence and resilience to pursue my dreams in the face of change.”

This global perspective is also reflected in Brenton Kanowski’s (2011)

time at St Peters, where friendships with Papua New Guinean classmates fostered a lifelong connection to that country.

“Learning alongside PNG students and understanding the Lutheran Church’s long-standing role in education there left a lasting impression.”

That connection has since come full circle in Brenton’s current role in Lae, where his grandfather helped establish a Lutheran teacher training college. He credits those formative school experiences with instilling “a deep respect for PNG and its people,” which continues to guide his work today in strengthening ties between the two countries.

For Kelsey Holding (2016), one of the most significant aspects of his time at St Peters has been the enduring friendships. Ten years on, many of the friends he met playing Volleyball in Year 8 are still among his closest.

“Although life has taken us to different cities and stages of life, those friendships have remained incredibly strong and are something I’ll always value from my time at St Peters,” he says.

SPOSA’s 80th anniversary milestone is a celebration of people, shared experiences, contributions and a legacy that continues to grow.

The College has a proud history, and every Old Scholar has been part of it. The traces of those school days remain, shaping journeys in ways both seen and unseen. Each story is unique, yet together they form a collective narrative, one of resilience, connection and purpose.

The St Peters Plus Ultra spirit is not just something to look back on; it lives on, carried forward by Old Scholars wherever they are in the world and whatever their endeavours.

Patron: Margaret Curnow OAM (Neumann 1960)

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President: Llewelyn Jones (1983)

Vice President: Rowena Lester (Fulton 1991)

Vice President: Rob Barber (1990)

Treasurer: Simon Gideon (Mafi 1994)

Secretary: Anne Fulton (1988)

Committee Members 2026–2027:

Julie Ross (Hillman 19 69)

David Jones (1969)

Phillip Woo (1975)

Bradley Porter (1975)

Karel Baum (1976)

Cassandra Sun (1991)

Jennifer White (Dalrymple, 1996)

Zoe Truesdell (Wihardjo, 1998)

Andrew Corkery (1995)