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22 Contents INTRO

Head of College 02 Letter from the Editor 03 Ministry 04 SPOSA President 05 ACA DEMIC NEWS

Cover Hayden Riley and Rebecca Kim (Year 6) explore St Peters’ new Learning Management System, Firefly. Image courtesy of All is Light Photo & Video. Plus Ultra April 2018 incorporating SPOSA Bulletin Published by St Peters Lutheran College Editors/Writers: Gollisa Thomson and Kathleen Barker Layout&Design: Kathleen Barker Advertising Enquiries Publications Office Telephone: 07 3377 6262 publications@stpeters.qld.edu.au St Peters Lutheran College CRICOS Provider: 00516E 66 Harts Road, Indooroopilly Qld 4068 Telephone: 07 3377 6222 reception@stpeters.qld.edu.au www.stpeters.qld.edu.au www.facebook.com/stpeterslutherancollege © 2018 St Peters Lutheran College SPOSA Office 66 Harts Road, Indooroopilly Qld 4068 Telephone: 07 3377 6592 sposa@stpeters.qld.edu.au www.stpeters.qld.edu.au www.facebook.com/sposa45

Indooroopilly 2017 Results Hamish Bultitude (2017) Anneka Smith (2017) Rupert Dwyer (2017) Daniel Howard (2017) Springfield 2017 Results

06 08 09 10 12 13

A ROUND THE SCHOOL

Using Data 11 Flipped Classrooms 14 The Rite Journey 16 Youth Touring Outreach 18 Symposium 19 Learning to Fly 22 On the Cutting Edge 24 Taking the Lead 28 No Limit 30 American Dream 38 Telescoped Mathematics 40 Swim Teams Champions 46 Students Celebrate Harmony 47 Springfield Celebrates 10 Years 50 Mater Chicks in Pink 51 COMMUNITY

Community News

SPOSA

Fashion-Forward

Ironbark: A Concise History

Merchant Warrior

Phantom Thread

Roderick Brazier STAFF

Meet Debbie West-McInnes Meet Darren Grose

26 44

SPOSA

Founders’ Day Births, Deaths, Marriages Reunion Program

56 58 60

Plus Ultra / Intro

Teaching and Learning School Improvement Agenda BY TIM KOTZUR, HEA D OF COLLEGE

As a school, improving student learning is the core business of St Peters. With this in mind, over the past 12 months the College has been developing its Teaching and Learning School Improvement Agenda. Five focuses have been identified as part of this agenda: • High Expectations; • Know Your Students; • Literacy; • Developing Teacher Pedagogy; and • Improving Student and Staff Well-being. These five focuses were chosen based on research about high performing

schools and where the College is at in terms of its development lifecycle. HIGH EXPECTATIONS This school improvement agenda initiative has a twofold focus – teachers holding high expectations of their students, and teachers helping students to have high expectations of themselves in terms of their learning. Professor John Hattie from the University of Melbourne has researched what works in education extensively and his finding that, ‘Teachers educating students to have high challenging expectations of themselves is among the most powerful influence in raising student achievement’, is telling. This year,

two strategies that the College has adopted to help our students raise the expectations they have of their learning are the ideas of the ‘quest for personal bests’ and developing a Growth Mindset. KNOW YOUR STUDENTS This is about teachers knowing where the students in their class are at in terms of their learning. The teacher-student relationship is at the heart of this focus, because positive supportive relationships are foundational to effective learning. Teachers using data, both quantative and qualitative, is important to helping teachers understand what the strengths and areas for

Plus Ultra / Intro

from the Editor

improvement are in their students, and where to take them next in their learning. LITERACY Literacy is foundational to effective learning. It is an every-century skill. The UNESCO Report on Child Development indicates that, in order for today’s child/ren to be vital functioning adults in society and the workforce, they will need to be more literate than any generation before them. With the move towards external assessment under the new Queensland Senior School Assessment System, which is heavily literacy based, the ability to write clearly, to comprehend questions and information, and to structure written responses in the most appropriate form will become even more important. DEVELOPING TEACHER PEDAGOGY Good Learning Outcomes are closely associated with quality teaching. Teachers continuing to grow and learn, just like their students, and the College investing in the professional learning of teaching staff is therefore important. The centre-piece of this school improvement focus is the implementation of a Teaching and Learning Framework. The College has made the decision to implement the world-renowned Dimensions of Learning Framework. Dimensions of Learning, or DOL as it is often referred to, helps to ensure that the College is operating with an unrelenting focus on learning, and that evidence-based teaching approaches are being consistently used in every lesson. It also provides

staff and students with a common language around learning. Although in the early stages of the journey, the adoption of a Teaching and Learning Framework is an exciting step in the continued evolution of the College as a Centre of Excellence in Learning. IMPROVING STAFF AND STUDENT WELL-BEING This final school improvement focus would be important of itself given the increases in poor mental health in Australian society in general, but takes on greater significance because of the clear links between improved well-being and improved learning outcomes. The central strategy that the College is focused on is the implementation of Positive Education. Using Dr Martin Seligman’s highly acclaimed PERMA Framework to overarch the various Positive Education initiatives, the aim is to proactively strengthen student and staff agency, resilience, relational skills, problem-solving and coping skills. By developing these skills, the amount of positive emotion, the level of engagement, the quality of relationships, the depth of meaning, and degree of achievement in a person’s life increases, thus raising their overall level of mental well-being. By establishing these five central School Improvement focuses, the College has laid a very clear direction to direct its efforts towards; focuses that it will pursue with intent and persistence in order to continue to make the improvement in student learning its core business.

DEFINING MOMENTS I was six years old when I stepped onto court for my first tennis lesson. My racquet back, I took a big swing and completely missed the ball! Years later, I often wonder why I still recall that moment. Looking back, I realise this was more than just a tennis lesson. It was perhaps one of my earliest defining moments and my first lesson in perseverance – to keep trying and not give up! As educators, parents, coaches and mentors, we have a unique part to play in helping to shape the early, definitive moments in the lives of those we seek to nurture and so many of the stories in this edition of Plus Ultra speak to this. Hamish Bultitude (2017) shares his very personal story of how the support of his teachers helped him to chart a career pathway to honour his promise to his late, beloved ‘Nan’ (page 8); Debbie West-McInnes, Head of Primary at St Peters Springfield, recalls the challenges as a founding staff member (page 26); and we uncover the untold story of the Ironbark founders, whose vision for outdoor education has been pivotal to countless defining moments for generations of students (page 32). It is such a privilege to share these inspirational stories in Plus Ultra, and one that I will miss as I say farewell to St Peters to write the next defining chapter in my own story! It has been an honour to serve this amazing community. Gollisa Thomson, on behalf of the

Enjoy this edition of Plus Ultra.

Plus Ultra / Intro

Ministry BY PASTOR MICH A EL M AYER, ST PETERS INDOOROOPILLY CH A PLAIN

St Peters Chapel Celebrates 50 Years At St Peters Founders’ Day Service on 20 February 2018, we celebrated the 50 th anniversary of the opening and dedication of the Chapel. Later, Douglas Neal from the University of Queensland’s School of Architecture, spoke to Old Scholars about the significance of the building, which was the high point of the career of architect, Dr Karl Langer, who died only a year after it was opened. Dr Langer and his wife, Dr Gertrude Langer, fled Vienna in 1939 after the Nazi occupation for Brisbane. Dr Langer was passionate about buildings that were conducive to the sub-tropical climate. The Chapel is different to most other church designs of the time. The fan shape means that there is a big inviting opening as you walk towards it from the library. The sloping floor means that most people can easily see what is happening in the sanctuary. The slight curve means that you are aware of other people all around you who are joining you in worship. You feel connected. The whole design of the Chapel is about Easter. The big sandstone altar suggests the empty tomb. The cross suspended above it is bare. The roof curves down to the floor behind the altar, and the floor-level lighting behind the pot plants suggests the first light of Easter morning. It is a powerful place to hear that Christ 4

Pictured: On Founders’ Day, Douglas Neal from UQ’s School of Architecture spoke about the architectural significance of the Chapel, which celebrated its 50 th birthday in February (Pastor Michael Mayer attended its opening service as a child).

came down to us, has defeated death, and brings us all new life. There is also a little prayer chapel at the back of the Chapel, under the high tower and bell. In this chapel, there is a life-size wooden carving of Christ on the cross. Here is a place for saying sorry, for knowing that Christ is with us in all our losses, and a place to be still and hand over the pain of things that are too much for us. I asked some Years 7 and 8 students about the difference between being in the Performing Arts Centre and the Chapel, and what the space in the Chapel tells us about God: • ‘Here in the Chapel we sit quietly. It’s light and open. The Performing Arts Centre is dark.’ • ‘When we go into the Performing Arts Centre we just walk in and sit

• • •

down. Here in the Chapel we are more involved.’ ‘We know it is about God.’ ‘It’s a kind place to be in, and the message is different.’ ‘Hearing about forgiveness is really important, especially when I have just had a big argument with mum. Forgiveness helps me to change.’ ‘The curved roof is really cool. There’s nothing else like it.’ ‘I love going to Chapel. It’s a chance to reflect on my day.’ ‘It’s fun to be here, it’s not boring. I like the singing.’

The St Peters Chapel still works beautifully as a worship space, 50 years on.

Plus Ultra / Intro

SPOSA President BY JA N HOGA RTH, SPOSA PR ESIDENT

Where are they now? If you’re thinking of Old Scholars, quite a lot of them are hiding in plain view. Each year, we photograph children of Old Scholars on the steps of Ross Roy. In 2017, they numbered more than one hundred. At every Ironbark roll call, we hear the shouts of Old Scholars over a 40-year period. Did you know that approximately 15 percent of the staff at St Peters are Old Scholars? In almost every aspect of College life there are past students, parents and grandparents: boomerangs who never really left. Old Scholars are in the kitchen, offices, classrooms, Boarding Houses, Chapel, College Council and Works crew. Dozens of recent graduates return to coach and tutor. In April, SPOSA celebrated its inaugural breakfast for members on the Indooroopilly campus, so the College community became aware of its own living history. This isn’t SPOSA’s only multi-age reunion. The inaugural YOSA (Young Old Scholars) event for people aged 19-23 was held at the Fox Hotel at South Brisbane. The YOSA event encourages connections between Old Scholars a year or two apart on either side, who shared common experiences in Boarding, cocurricular activities or as family friends.

On Founders’ Day, Old Scholars enjoyed exploring the Chapel, which this year celebrated its 50 th birthday; and students enjoyed a fashion parade of past uniforms.

PNG Boarding is a future focus for SPOSA. Traveling far from family to school in a different culture and climate marks people’s lives profoundly and in diverse ways. The children of American Lutheran missionaries meet in Minnesota every few years. They find sharing their extraordinary experience, without having to explain themselves, is life-affirming. SPOSA will support a steering committee to create a multi-generational reunion in Brisbane in 2020 and we’re seeking well-connected people to plan that event. If you can help,

please contact the SPOSA Office: sposa@stpeters.qld.edu.au or 07 3377 6592. Finally, at our annual multi-generational event, SPOSA celebrated Founders’ Day 2018 at a whole of school assembly, complete with a fashion parade of uniforms throughout the years and the 40-year anniversary of the Chapel and forecourt, which is a master work of the renowned Queensland Modernist architect, Karl Langer.

Plus Ultra / Academic News

Academic Results for St Peters Indooroopilly BY PETER M ACDONA LD, DIR ECTOR OF TEACHING A ND LEA R NING INNOVATION AT ST PETERS INDOOROOPILLY

Our Year 12 2017 QCAA and International Baccalaureate (IB) students achieved some very pleasing OP results. Some highlights include: • 15 (5.1%) of our Year 12 students achieved an OP1 or equivalent in 2017; • 13.5% of IB students received an IB Diploma score of 39-45, which is equivalent to an OP1-2; • 37.87% achieved an OP or Diploma Score equivalent to between 1 and 5 (best result since 2011); and • 73.16% achieved an OP or Diploma Score Equivalent of between 1 and 10 (best result since 2010). In February, 28 2017 Year 12 Scholars were invited back in recognition of their excellent academic achievement. As well as the traditional recognition – acknowledgement on stage, certificate, Scholars photo, this year St Peters has added a new tradition; each scholar adding their name to the Scholars’ Wall in the new Academic Hub. Over the Christmas holidays a new Academic Hub was created under Café 45. The Hub has a waiting room and one of the walls has been named the ‘Scholars’ Wall’. While they are waiting to speak with a staff member, current students will be able to ‘pick out their spot’ and visualise themselves placing their name on the Scholars’ Wall. The wall displays the names of St Peters Academic Scholars from 2014 onwards. Our IB students continued to perform well in 2017. The students were a tight bunch with a strong sense of community. Everyone worked hard to support one another through the rigors of Higher Level (HL) curriculum and external assessment. It was lovely to witness the genuine emotion apparent at the end of year IB farewell. It is clear to see that strong relationships develop between Mrs Ros Midgley and each IB student. Mrs Midgley dedicates a huge amount of time to the IB students to ensure individualised care and attention is provided at precisely the right time. 6

“THIS YEAR ST PETERS HAS ADDED A NEW TRADITION; EACH SCHOLAR ADDING THEIR NAME TO THE SCHOLARS’ WALL IN THE NEW ACADEMIC HUB.” – Peter MacDonald, Director of Teaching and Learning at St Peters Indooroopilly

Plus Ultra / Academic News

* The following statistics relate to students at St Peters Indooroopilly only. For statistics that relate to St Peters Springfield students, see page 13.

“NEXT YEAR, OUR YEAR 11 STUDENTS WILL BE STUDYING UNDER THE NEW QCE SYSTEM. MANY STAFF HAVE BEEN INVOLVED IN THE DEVELOPMENT OF NEW SYLLABUS DOCUMENTS AND EVEN MORE WILL PARTICIPATE IN SPECIALISED, SUBJECT SPECIFIC TRAINING.”

W H AT PATHWAYS DID ST PETERS (IND) STUDENTS TA K E IN 2017?

IB (12.5% % of cohort)

QCAA (87.5% of cohort)

The St Peters Queensland Core Skills (QCS) Test practice program changed significantly in 2017. The program was taken over by the English Department and was led by Mr Bill Fitzgerald. English teachers were assigned a QCS practice class and throughout the year met with their group for three lessons each cycle. As evidenced by the pleasing QCS results, our 2017 QCAA Seniors responded extremely well to the new program. Parents also assisted by serving breakfast and lunch on the actual QCS days to help keep our students’ energy and spirits high. The Academic Captain, Hamish Bultitude, was also inspirational in leading and focusing the cohort. Next year, our Year 11 students will be studying under the new Queensland Certificate of Education (QCE) system. Many staff have been involved in the development of new syllabus documents and even more will participate in specialised, subject specific training throughout the year. We feel that our work and knowledge of the IB system will aid in a smooth transition for our staff and students. Subject selection for our current Year 10 students will be crucial in helping them and their parents feel comfortable with the new system.

W H AT R ESULTS DID ST PETERS (IND) STUDENTS ACHIEV E IN 2017?

OP1 or equivalent (5.1% of cohort)

OP1-5 or equivalent (37.87% of cohort)

OP1-15 or equivalent (91.54% of cohort)

IB score 39-45 / OP1-2 equivalent (13.5% of IB cohort)

The Primary Years continue to develop their International Baccalaureate Primary Years program (PYP). The teachers do a wonderful job developing inspirational units of inquiry for their students. Our focus this year is on further developing the Maths and English curriculum at each year level to ensure smooth transition from each year level to the next. At all year levels, we are looking forward to the challenges of 2018 and are confident that our amazing learners will once again deliver remarkable achievements throughout the year.

IB score 34-45 / OP 1-5 equivalent (45.9% of IB cohort) HOW M A NY ST PETERS (IND) STUDENTS W HO A PPLIED THROUGH QTAC IN 2017 R ECEIV ED A N OFFER?

Received a QTAC offer (98% of students who applied) 7

Plus Ultra / Academic News

Hamish Bultitude: Courage to Continue

Last year, Hamish Bultitude, Academic Captain 2017, made a promise to his grandmother, which will shape his future. Five years ago, his beloved ‘Nan’ was diagnosed with multiple myeloma, a blood cancer that infected her bone marrow. In April 2017, as Hamish sat at his Nan’s hospital bedside, he made a vow to her that he would devote his career to finding a cure. “I was beside my Nan in hospital and I told her I’m going to fix whatever takes you,” an emotional Hamish recalled. “She turned to me and smiled… and she was happy,” Hamish said, revealing not long afterwards, his Nan passed away. This would prove to be a defining moment for Hamish, who up until that point, was tossing up between a career in Engineering and IT. “That was when I decided to study Medicine,” Hamish explained. Hamish has high praise for the St Peters staff, who supported him through his “late decision” to study medicine. 8

“I WAS BESIDE MY NAN IN HOSPITAL AND I TOLD HER I’M GOING TO FIX WHATEVER TAKES YOU.”

Pictured: Hamish Bultitude and Anneka Smith (2017) are chasing their dreams at the University of Queensland, where Hamish is undertaking a dual degree in Biomedical and Computer Sciences and Anneka is studying Business and Science majoring in International Business, Computational Science and Psychology.

– Hamish Bultitude, 2017 graduate “There was this support network after I made that decision, especially Ms Estevao, Mr MacDonald and Ms Turnbull,” Hamish said. “The staff were incredibly helpful and gave me lots of guidance. St Peters has been truly integral in making sure I am able to take the steps to fulfil my future career aspirations.” Speaking after he was presented with an award at the Scholars Assembly in February, a special occasion to acknowledge the academic achievements of the QCAA and IB OP1 and OP2 equivalent students of 2017, it was clear Hamish had a great resolve to make good on his promise to his Nan, achieving an OP1 and securing an offer from the University of Queensland to study dual undergraduate degrees in Biomedical Science and Computer Science. On completion of these degrees, Hamish intends to enrol in the Doctor of Medicine program.

Hamish hopes his career will ultimately lead him to use his knowledge and skills in these disciplines to find a cure for diseases like multiple myeloma, and he hopes advances in medicine, science and artificial intelligence will lead to progress in predicting and preventing diseases. “I hope to find a way to use artificial intelligence to act as a predictive model to investigate samples of blood…to determine whether or not a human has a certain disease and whether we can prevent that before it starts occurring,” Hamish said as he explained his ultimate career goal. “The promise I made to my Nan was one of the last things I said to her,” Hamish recalled. “I want to keep true to that promise.”

Plus Ultra / Academic News

Anneka’s Persistence Pays Off

Old Scholar, Anneka Smith (2017) was one of 28 St Peters high achieving students acknowledged at the Scholars Assembly in February. A graduate of the International Baccalaureate (IB) Programme, Anneka stood proudly on stage, achieving an OP2 equivalent (QCAA) score. Ironically for Anneka, it was a defining moment that almost didn’t happen. Speaking after the assembly, she admitted to almost dropping out of the IB programme, but had a change of heart when one of her teachers convinced her to persist. Anneka said her pathway to the IB programme wasn’t always clear cut. Originally pursuing the QCAA pathway, she was at first reluctant to do IB because she had heard it was a difficult programme.

However, some gentle prompting from one of her teachers convinced her to pursue an IB Diploma. “My teacher told me my learning style was very suited to the IB programme,” Anneka explained. “I like working by myself but I’m the type of person who will work with everyone around me, too. If I can help other people, I will.” Anneka said she enjoyed the community of learners and collaborative approach to learning in the IB Diploma programme. “I really liked IB because all the teachers and classmates knew each other and everyone would work together,” Anneka said. After the first year of IB, Anneka started to find the assessment difficult and was ready to switch back

to QCAA in Year 12 before another teacher stepped in. “I had the form signed to switch to QCAA but a teacher convinced me to continue,” Anneka explained. “I ended up staying and thank goodness I did. I have walked away with a really good mark!” Anneka was accepted into the University of Queensland and is studying Business and Science majoring in International Business, Computational Science and Psychology. She said her dream job is to work in organisational psychology in Human Resources for a large corporation. “It’s quite daunting, but I think that’s what I will really enjoy!” Anneka smiled.

Plus Ultra / Academic News

Rupert Dwyer Receives QCA A Distinguished Academic Achievement Award

n 2018, you received a QCAA Distinguished Academic Achievement Award, which placed you among the top 28 students in Queensland last year (out of 27 000). When did you find out about the award? I found out about the award at the beginning of January 2018. At the time, I had more or less put school results out of mind as I had received my OP and I was focused on relaxing after a big year and also deciding what course to begin at uni. Therefore, when I arrived home one afternoon, and my mum told me I’d received a letter from the QCAA, I was very surprised. I didn’t know the award itself existed, let alone that I would have achieved highly enough to receive one.

an you describe how you felt when you received the award and what does it mean to you? Receiving the award at the ceremony in February formed the perfect closure

to my schooling and the beginning of the next portion of my life. I invited my parents, grandparents and my Maths C teacher, Marie Kirby, to the ceremony. Being a recipient of the QCAA award can undoubtedly be attributed to the continued help and guidance of each of these people, so having them there with me will always be a fond memory. Being presented with the actual award by the Education Minister made all those late nights doing assignments and weekends spent revising worthwhile. Now, the award provides me further motivation and signifies to me just what I am capable of if I put my mind to it.

hat are you studying at university?

I am currently studying a two year pre-med Bachelor of Medical Science at Griffith University and from there I commence the four year Doctor of Medicine in 2019.

hat are your future career aspirations?

I am still unsure of my aspirations for the future. After all, I didn’t consider a career in medicine until after school had finished. However, that is what I find most exciting; the potential of the unknown. I know I have a pathway that I’m interested in and passionate about but what is at the end of the path, or even along the way, is not set in stone. At present, I’m quite interested in the field of immunology and therefore specialising as an immunologist might be an exciting career prospect.

Plus Ultra / Around the School

Using Data to Improve Student Outcomes BY SUE GROTHER R, P-12 CUR R ICULUM COOR DINATOR AT ST PETERS SPR INGFIELD

A lunchtime discussion in the staffroom toward the end of last year has led to an exciting new initiative being implemented at the St Peters Springfield campus this year. The discussion centred on the role of data in teaching and learning and the following questions: • What data is being collected? • Why is it being collected? • What is being done with it? The conclusion of the discussion was that the school could be using data more effectively to frame teaching and learning for individual students and across the school. Consequently, building on the work done in 2017 in the Science of Learning project, St Peters

Springfield has embarked on a plan to refine the collection, storage and analysis of data. With the support of Independent Schools Queensland, the school is developing a whole-school action plan that will result in a more focused use of data to inform classroom practice. To begin the process, a review is being carried out classifying the data the school currently collects and identifying areas where further data information could be useful.

This will enable all teachers from Prep to Year 12 to have a shared understanding of the role of data in improving school performance. Increased capacity to analyse and use educational data will assist teachers to implement data-informed teaching and learning in their classrooms and help them plan targeted intervention strategies to improve student outcomes.

Once the review has been completed, templates and processes for data collection and management will be created and a common language about data will be developed.

Plus Ultra / Academic News

Daniel Howard: High Achiever

Congratulations to Daniel Howard, who was the top academic achiever of Year 12 2017, receiving Dux at St Peters Springfield. Graduating with an OP2, Daniel accepted an offer to study a Bachelor of Biomedical Science at the University of Queensland and plans to apply for Graduate entry into Medicine on completion of his undergraduate degree.

Daniel said he would like to be a specialist and perhaps move into research down the track. “I’d like to focus on either general surgery or infectious diseases,” he explained. “The viral conditions that cause millions of deaths a year prove most interesting to me.” “I think I would start in clinical work and then perhaps go into research once I have that knowledge and experience.”

Daniel said he was initially disappointed that he did not gain provisional entry to Medicine straight from school, until some wise advice from his Mum put everything into perspective.

For now, Daniel is enjoying the challenges and responsibilities of university, and is furthering his studies in Biology, Chemistry, Physics and Complex analysis of scientific data.

“I always had in the back of my mind I was interested in Medicine,” Daniel said. “It significantly affected both me and my family through my childhood – it was always prevalent,” Daniel explained.

“There’s a lot more freedom, but with that comes a lot more responsibility,” Daniel reflected.

“Mum reminded me this is an opportunity to get a taste of university and see if I really like this field of study.” 12

“There’s nobody telling you what you need to know. You have to be responsible for that.” Daniel said he was really enjoying the opportunity to strive ever higher in his academic studies.

“START BEING INDEPENDENT AS SOON AS YOU CAN. DON’T DEPEND ON OTHERS TELLING YOU TO STUDY.” – Daniel Howard, 2017 graduate at St Peters Springfield “At university, it feels like there’s always a level above you can push yourself to,” he said with enthusiasm. “There’s no limit.” Asked what advice he would give to students wanting to excel in their academic studies, Daniel said good planning, self-motivation and maintaining a balanced life are the keys to developing strategies and habits for a successful future. “Start being independent as soon as you can,” Daniel advised. “Don’t depend on others telling you to study. Always be a step ahead. By doing that, you can get into the habit, which is crucial for success at university.”

Plus Ultra / Academic News

Academic Results for St Peters Springfield BY CRAIG SCHMIDT, DEPUTY PRINCIPAL AT ST PETERS SPRINGFIELD

* The following statistics relate to students at St Peters Springfield only. For statistics that relate to St Peters Indooroopilly students, see page 7.

Congratulations to the St Peters Lutheran College Springfield Seniors of 2017 on their academic outcomes. Of our 27 graduates, 93% were eligible for an Overall Position of whom 13% received an OP 1-5 and 42% an OP 1-10. The 2017 cohort impressed in their final year of study at St Peters by the manner in which they applied themselves throughout their final year with many students achieving personal bests in their academic achievement. Over the past few years, St Peters Springfield has had two OP1 students and several OP2 students. We commend our 2017 Dux who added to these numbers achieving an OP2. Most importantly, the success and achievements of the Seniors of 2017 have opened the doors to pursue their post-school ambitions and dreams. Our graduates are now pursuing many and varied pathways, the most popular being tertiary studies in the medical field including biomedicine and pharmacy (30% of graduates) followed closely by engineering, mathematics and sciences (26%) and the arts (20%). Two of our students are pursuing exciting opportunities through sporting scholarships at Colleges in the USA and another studying at Ravencrest Bible College located in the Colorado Rocky Mountains. Of the tertiary institutions, Queensland University of Technology has proven most popular drawing 30% of our tertiary-bound 2017 graduates. The University of Queensland, University of Southern Queensland, and Griffith University were also institutions of choice drawing 22%, 22% and 17% respectively. We are delighted that our graduates are excited about transitioning to the next stage of life and their learning journey and that the appropriate doorways are open to them. We all possess different gifts, talents and aptitudes, with differing senses of vocation, calling and purpose to use in service to others, our community and society. May our St Peters graduates be shining beacons, making a positive difference wherever they find themselves. We look forward to hearing their unfolding stories and pray God will bless them in all their endeavours.

W H AT R ESULTS DID ST PETERS (SFD) STUDENTS ACHIEV E IN 2017?

OP1-5 (13% of cohort)

OP1-10 (42% of cohort)

OP 1-19 (100%)

W H AT PATHWAYS W ILL ST PETERS (SFD) STUDENTS TA K E IN 2018?

Will attend a university (85% of cohort)

Will take an alternate pathway (15% of cohort) W H AT A LTER NATE PATHWAYS W ILL 2017 ST PETERS (SFD) GR A DUATES TA K E IN 2018?

Will pursue TAFE studies or Apprenticeship (4% of cohort)

In employment (11% of cohort)

Plus Ultra / Around the School

Flipped Classrooms Give Students New Ways to Learn BY JONATH A N NA LDER, ICT TR AINER, INFOR M ATION TECHNOLOGY SERV ICES A ND GOLLISA THOMSON, COMMUNICATIONS OFFICER AT ST PETERS INDOOROOPILLY

A group of St Peters teachers have embarked on a learning project that builds on the College’s world-class digital platforms to facilitate dynamic, interactive learning opportunities in Health and Physical Education (HPE) for our Primary Years students. In late 2017, Cameron Glass and Peter Dawson, who both hold Masters Degrees in High Performance Coaching, began collaborating with St Peters eLearning Facilitator, Rachael Yates, to produce a bank of flipped learning PE videos, designed to help students become familiar with basic theory before class, so more time can be allocated to practicing and receiving feedback during class time. The emergence of the flipped classroom is providing teachers and students with a new learning model, where students are not just receptors of information, but participants in their own learning. The main goal of a flipped classroom is to enhance student learning and achievement by reversing the traditional model of a classroom. Cameron explained he and Peter first recognised the potential for flipped learning in Physical Education while introducing high jump to Upper Primary students.

Swimming tutorials will be available in Term 2. Photo courtesty of Jonathan Nalder.

“WE LIKED HOW THE ‘FLIPPED CLASSROOM’ EMPOWERED THE STUDENTS TO CONTINUE THEIR LEARNING OUTSIDE OF THE CLASSROOM AT THEIR OWN PACE.”

“We identified that imagery would be a valuable tool when introducing a new skill or activity to our students so they could visualise and replicate the movements and technique involved.”

– Cameron Glass, HPE Teacher at St Peters Indooroopilly

“The results where phenomenal,” Cameron explained. “Students were practising their moves at home and arriving at the next lesson ready to move forward on the dance. We liked how the ‘flipped classroom’ empowered the students to continue their learning outside of the

“After teaching at St Peters for many years, we had noticed an increasing amount of children arriving at class unsure of a particular skill or technique,” Cameron explained.

Last year, Peter and Cameron “dabbled” with the concept, providing students with ‘step by step’ instructions of how to execute their hip hop dance.

Plus Ultra / Around the School

“OUR LONG-TERM GOAL IS TO HAVE A COMPREHENSIVE DATABASE OF VIDEOS TO COMPLEMENT ALL AREAS OF OUR CURRICULUM FOR YEARS 3-6.”

classroom at their own pace, while having a dramatic influence on the final product of the unit.”

“The array of angles and under water footage made the swimming project a challenging task.”

With the success of the hip hop experience, Cameron and Peter turned their attention to swimming and set about creating a series of 30 sequential instructional videos aimed at Primary Years students to assist them with techniques for their stroke production.

Cameron said the project was made possible through collaboration with eLearning Facilitator, Rachael Yates, and Deputy Head of Lower Primary, Kym Izatt.

The videos provide students with professional-level options like slow motion, freeze frames and commentary and help students memorise the drill for each stroke and understand the key individual elements of its execution. This presented particular challenges around filming underwater and capturing the action from different angles. “We didn’t realise that we had started with the most difficult sport first!” Cameron explained.

Using standard iPads, school Camera Kits, Apps and school Go Pro cameras for the underwater shots, Kym assisted with the filming, while Rachael set up a collaborative Google Doc to store key information such as volume levels for music and commentary, shot lists and shooting formulas so that each team member could check and update them anytime. Ty Curtis of Activate Entertainment provided additional support and training and delivered professional development as part of the project. Cameron said the next project will involve new units in cross

Pictured: (above) Peter Dawson, Rachael Yates and Cameron Glass creating one of their flipped learning-inspired instructional videos.

country and athletics. These videos will include detailed instruction on sprinting drills, high jump, long jump, shot put and running techniques. “Our long-term goal is to have a comprehensive database of videos to complement all areas of our curriculum for Years 3-6,” Cameron said. “This will translate to students being able to learn at home and practice and refine their skills during HPE lessons.” The swimming videos will be available from the start of Term 2, accessible through Firefly, the College’s Learning Management platform.

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The Rite Journey

This year, a new pastoral care program, known as ‘The Rite Journey’, has been incorporated into the Year 10 offering at St Peters Indooroopilly. Since 2005, the year-long program has been delivered to more than 20,000 students worldwide. Developed by Andrew Lines, an Australian Physical and Outdoor Education Teacher, the program facilitates and celebrates students’ transition into adulthood. This year, St Peters has adopted the program as a continuation of its transformative Year 9 Ironbark Outdoor Education experience. The program’s framework is a combination of personal challenges and celebrations for boys and girls, observed in seven steps; The Calling, The Departure, The Following, The Challenges, The Abyss, The Return and The Homecoming.

as a Guide. She supervises a Rite Journey class of approximately twenty Year 10 girls as they navigate coursework in a gender-specific diary, plan for set challenges, and prepare for the formal seven-step celebration milestones. She says coursework that helps students know themselves better, such as finding out their birth stories, and challenges as varied as juggling, cooking a meal and changing a car tyre, extend the personal development aims of the Ironbark experience. “I think the students all made themselves promises at Ironbark. It’s very easy to slip back into learned behaviours or old habits,” Sue explains. “Hopefully, The Rite Journey will remind them of some of the promises they made themselves; and of how capable, independent, adult and responsible they are.”

Lynne Rech, Coordinator of The Rite Journey at St Peters, says the program’s framework is a western adaptation of the comingof-age celebrations prevalent in other cultures.

Alexandra Jordan is a student in Sue’s Rite Journey class. She says class activities such as meditations, mindfulness drawing and sitting on a blanket with a candle, have improved her well-being.

“It reintroduces the Rite of Passage from childhood to adulthood in western society,” Lynne explains, “because western culture seems to have lost that.”

“I really enjoy that class,” Alexandra explains, “because it’s often a nice break from our other classes, particularly at that time of the term when every other subject seems to have an exam or assignment due, which is quite stressful. That class is a break from that.”

Sue Dobrenov, Visual Art Teacher, is a Rite Journey facilitator, known 16

“I THINK THE STUDENTS ALL MADE THEMSELVES PROMISES AT IRONBARK... HOPEFULLY, THE RITE JOURNEY WILL REMIND THEM OF SOME OF THE PROMISES THEY MADE THEMSELVES.” – Sue Dobrenov, Rite Journey Guide She says she has enjoyed the camaraderie between her female teachers and peers, fostered at her weekly lesson and official Rite Journey milestones, the first of which took place on 21 February. At The Calling ceremony, boys and girls gathered separately at Mayer Oval and Ross Roy Rose Garden respectively. They cast old habits, written on paper, into a fire, before engaging in group challenges that fostered personal reflection and camaraderie. Following The Calling, staff, parents, and mentors (a significant person students share their journey with), awaited students’ arrival at The Departure at St Peters Chapel. Parent and student representatives read blessings before students presented letters of gratitude to a significant person of their choice.

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Pictured: (top left) Alexandra Jordan is enjoying weekly Rite Journey classes; (top right, bottom left) at The Calling ceremony, students enjoyed time for introspection and cast old habits into a fire; and (bottom right) a father receives a letter from his son at The Departure ceremony.

Alexandra says staff and peer camaraderie, letter-writing and gatherings to celebrate students’ journeys into adulthood parallel her experience at Ironbark. “It’s been a nice extension from Ironbark,” Alexandra says, “continuing some of the things we had there, like being in a class with a group of girls and writing the letter. Also, the journey into adulthood is a continuation of Ironbark.” Alexandra says writing a letter of gratitude, which she presented to her parents, was an experience she enjoyed repeating.

“I think writing the letter was a good experience because, for a lot of us, we forget to voice our gratitude to our parents,” Alexandra explains. “I think it was good to actually take that time to say that we are grateful and I think that the parents really appreciated it.” As staff and students progress through the next steps; The Following (class-based activities), The Challenges (12-15 tasks that take students out of their comfort zones), and The Abyss (a mystery challenge with a degree of difficulty), Sue says she hopes students will continue to support one another and embrace the program.

“There are a few sceptics in the class, there are a few who are really embracing it, and there are a few who are just going through the motions,” Sue explains. “Hopefully, as time goes on, they’ll reflect back and think that it was worthwhile.” “Anything that gives them the skills or strength to navigate the world has to be a good thing.” For more information about The Rite Journey, visit theritejourney.com. For information about The Rite Journey at St Peters contact Lynne Rech, Coordinator, in the first instance l.rech@stpeters.qld.edu.au

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St Peters Partners with Youth Touring Outreach Initiative

In February, St Peters Indooroopilly announced its partnership with the Youth Touring Outreach Initiative (YTOI), a new program launched by the Queensland Music Festival (QMF) in October, which will send live performances to recipient schools in remote areas in Queensland. St Peters is the first school to partner with the YTOI after St Peters Drama teacher, Mr Nick Trethan, and Arts Captain, David Wotherspoon, attended the program’s launch in October and were inspired to support the endeavour. On 7 February, Nick and David, alongside St Peters Head of College, Tim Kotzur; Deputy Head of College, Lisa Delaney; Director of Community Engagement, Ross Thomson; and student representatives joined with QMF Artistic Director, Katie Noonan, and performer of The Didjeribone Show, Tjupurru, to officially launch the partnership at St Peters Indooroopilly.

“Participating in high-quality, live Arts experiences to support the curriculum is not only an excellent way to engage and extend students in their learning, but also central to the growth and development of the cultural capital of school communities,” Nick explained. “St Peters Lutheran College is so fortunate to have access to a wide variety of live Arts experiences and to see, first-hand, the transformative power these experiences have on the lives and learning of the diverse members of our community.” Hand-selected by Nick, Ruby Moon, a contemporary play by award-winning playwright and screenwriter Matt Cameron, will present at Good Shepherd College and Spinifex State College in Mount Isa this year, while internationally renowned didgeridoo performer, Adrian Fabila Tjupurrula (aka Tjupurru), will showcase The Didjeribone Show to a yet-to-be-confirmed school in central Queensland.

Pictured: Year 7 student, Olivia Latt; Year 9 student, Edin Read; Year 10 student, Ellie Dorloff; Arts Prefect, Ella Dyer; Year 10 student, Eashan Nakar; and Arts Captain, David Wotherspoon; with Mr Nick Trethan and Tjupurru of The Didjeribone Show. The act showcases interactive technologies and sounds, incorporating the didjeribone (a cross between a didgeridoo and trombone, patented by Tjupurru himself) and a facebass (a seismic sensor adapted to record didgeridoo from inside of the mouth or face). Photo courtesy of Stephen Henry.

“By partnering with QMF and Youth Touring, St Peters Indooroopilly is proud to support both artists and Arts organisations in connecting with regional and remote school communities, ensuring these powerful opportunities are made available to more students,” Nick said. For more information about the Youth Touring Outreach Initiative visit: qmf.org.au/youth-touring/ outreach/

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Mental Health and Wellbeing in Children and Adolescents ST PETERS LIFE SER IES SYMPOSIUM

On Wednesday 14 March, Dr Tim Sharp (aka Dr Happy), leader in the field of Positive Psychology and founder of The Happiness Institute, spoke about ‘Mental Health and Wellbeing in Children and Adolescents’ in the first of St Peters Life Series Symposiums for 2018. So, what is the secret to happiness, for our children and ourselves? According to Dr Sharp, while there is no single supreme ingredient for happiness, there are many things we can do to stimulate positive emotion. Plus Ultra reporter, Kathleen Barker, shares three of her favourite tips from Dr Sharp’s presentation. THE POWER OF LISTENING While Dr Sharp promotes regular, two-way communication between parents and their children, he emphasises the transformative power of listening. A comical video illustrated the importance of listening with empathy: a woman complains to her spouse about an intensifying feeling of pressure in her head. He tries to tell her that a large nail is lodged in her forehead, but his interruptions only cause further upset. Eventually, the woman is placated when her spouse stops interrupting and listens with interest and compassion. Even though the nail is still lodged firmly in her head, the woman feels better. Listening, Dr Sharp says, really listening, requires our full attention

and our compassion. While advice might sometimes be sought, often what is most needed is an open, attentive, empathic ear. THE VIRTUE OF GOOD HEALTH Eat nutritious food, undertake regular exercise, and get enough sleep. It’s familiar advice, Dr Sharp admits, but it’s simple and it works. No matter how well integrated these habits already are in our lives, there is always room for some improvement. Small things add up to big things, Dr Sharp cautions, and improving just one of these habits will enhance mental health and wellbeing in our children. Eating more vegetables, engaging in some form of movement, and taking more rest are simple, sure-fire paths to better health.

THE BEAUTY OF IMPERFECTION Wabi-sabi is the ancient Japanese art of celebrating the beauty of the imperfect. The metaphor is helpful, Dr Sharp says, in reminding us of the importance of accepting flaws and failures in our children. In a world that so often defines children by what they are not, rather than what they are, it’s important to spend more time focusing on our childrens’ strengths so that these can be cultivated for improvement across the board. This isn’t to say a failed grade on a report card, for example, should be ignored; but simply that more time should be spent reflecting on better results, which can reveal strengths that can be applied in all areas. To find out more about Dr Tim Sharp visit: drhappy.com.au The next symposium in the St Peters Life Series, ‘Building Future Leaders’, will be presented by William Farmer, Managing Director of Dale Carnegie Australia, on 12 June. To register visit events.stpeters.qld.edu.au

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Fashion-Forward

“EVERY JOURNEY IS DIFFERENT BUT BE PREPARED TO WORK HARD AND KEEP THE DREAM ALIVE.”

Old Scholar, Bianca Whyte (2009), is a former Australian motocross rider turned international fashion designer. Bianca’s London-based label, Whyte Studio, releases motocrossinspired luxury outerwear. Plus Ultra caught up with Bianca fresh from her Autumn/Winter 2018 showing at London Fashion Week to find out about her journey.

– Bianca Whyte (2009), Founder of London-based fashion label, Whyte Studio

ell us about your journey from student and champion Australian motocross rider to international fashion designer. What made you decide to put aside your career as an athlete in favour of fashion?

ou started your label, Whyte Studio, in 2017 with your mother, who you have described as your original fashion icon. What led you to start your own venture and how has your mother influenced your practice?

hat advice do you have for students who want to pursue a career in Fashion?

I always wanted to design a stylish motocross range for girls and women and that’s what inspired me to get into fashion.

It’s something I always wanted to do and I am so grateful that my mum is beside me to support me on this journey and also to come along for the ride!

“I ALWAYS WANTED TO DESIGN A STYLISH MOTOCROSS RANGE FOR GIRLS AND WOMEN.”

our first job in Fashion was as a design assistant for the Kardashian Kollection. Tell us about the experience! That was an incredible opportunity and taught me so much about designing for real women’s shapes.

ot only are you a fashion powerhouse, you are also an international House DJ! Tell us about this other aspect of your creative practice. I love music and feel like it really goes hand-in-hand with my design [practice]. I started getting into DJ-ing in LA and when I moved to London my partner, DJ AngeP, gave me the skills I needed to pursue this part of my creative expression. I also love to paint and still very much love extreme sports and motocross, of course!

Every journey is different so I don’t have any set advice. I would say though, to be prepared to work hard and keep the dream alive. hat’s next for you and for Whyte Studio?

We just finished our AW18 (Autumn Winter 2018) showing at London Fashion Week. We are very excited and hope to get more exposure in Australia and grow internationally. Stay tuned! To find out more about Whyte Studio visit: whyte-studio.com

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Learning to Fly: Implementing a Learning Management System

The introduction of Learning Management Systems into mainstream education means the days of crumpled notes at the bottom of children’s schoolbags and the “dog ate my homework” excuses are long gone. Learning Management Systems (LMS) bring online resources and tools to the classroom; enable students to learn in ways that work best for them; and involve parents in their child’s learning journey. In 2016, the College undertook an extensive consultation process to find a suitable LMS that would meet key criteria such as: ease of use; flexibility to work on multiple devices; how the platform would fit into the classroom as a learning management tool for teachers and students; and its suitability for a Prep-Year 12 implementation at Indooroopilly and Springfield. After an extensive evaluation and trial period, the College settled on Firefly, founded in 2009 by two students in the United Kingdom, who developed the first version to help their teachers and fellow students access school information online and out of the classroom. Since then, Firefly has expanded globally and the LMS has been implemented in schools and educational institutions around the world.

At St Peters, Firefly is being implemented in stages. After a successful trial with Year 6, the LMS was rolled out in the first Semester of 2017 for teachers and students, and to parents in the latter part of 2017. Julia Boulton, eLearning Project Administrator (Firefly) at St Peters, who supports teachers and students with the Firefly implementation, explained how Firefly is being used in the early stages.

accessibility. Students can do more than simply download or view content. Students have the capacity to set personal tasks using the student planner, complete assessment, and use forums and blogs. They participate in their learning in real-time with learner-centred content, through teacher led or self-paced blended learning experiences.” Year 6 teacher, Deb Batchelor, was part of the year-long trial for Firefly and explained how the platform is being used across Year 6 for learning and as a tool to communicate to parents.

“Firefly provides teachers with the tools to deliver materials online to the students in their class. It gives a structure for the materials as well as in-built tools designed to engage students with their learning journey,” “We have a Year 6 blog, so every week we write to the parents. That is so Julia explained. useful to let them know what has “Firefly empowers students to been happening in Year 6,” Deb said. manage their learning due to its

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Pictured: Year 6 teacher, Deb Batchelor is using Firefly as a learning and communication tool for students and parents.

“From a learning perspective, the children can access any criteria sheet at any time while they are working on the task.” Firefly also leverages powerful administrative tools for teachers such as tools for marking and ways to track student progress. “Sometimes, the students upload tasks to Firefly that they are working on for assessment. It means students do not have to print it out or email it to me, so it’s all in one place and I can mark it from there,” Deb explained. “We are also trialling the use of feedback for assessment,” Deb said. While the Firefly implementation is still in its early stages, Julia Boulton explained that Firefly will be the key content management platform for learning and communication, as the College transitions from

the My St Peters community portal. Much of the learning and organisational information has already been brought across into Firefly and is available for parents.

There is also an app that works in conjunction with Firefly, helping parents to stay up to date with all aspects of their child’s learning journey in real-time.

“Parents can see up-to-date information about their children like reports and timetables as well as specific year level information about the teaching and learning that is taking place,” Julia said.

“Implementing Firefly is an opportunity to engage more with our community; to share our practice around learning and teaching and make what we do transparent. It allows parents to be virtually connected to their child’s learning journey,” Julia said.

“Parents already have access to Class and Year Level blogs, curriculum information pages for core class subjects, school calendar, assessment calendars, specialist information and contacts, and information about College life.” As the use of Firefly progresses throughout the College, additional content and functionality will be made available to parents over time.

This is the first in a series of “Learning to Fly” articles that will feature innovative and best practice showcases of Firefly in action. See page 14 for an article about “Flipped Classrooms.”

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Springfield Technology: On the Cutting Edge

The acquisition of a new state of the art laser cutting and etching machine at St Peters Springfield, is bringing new opportunities for Design and Digital Technology students. Plus Ultra caught up with Technology teacher, Gudrun Baessler, to find out more about this cutting edge technology.

an you tell us about the new tech acquisitions at St Peters Springfield? The school has purchased the Trotec Speedy 300 Laser Cutting / Etching machine. We are using this to teach students: digital fabrication of 3D models; industrial design; prototypes; research; and DIY projects. Suitable materials for laser processing include: acrylic; film; wood; cardboard; plastic; MDF; paper; plastic; PMMA; polystyrene; and foam textiles. We have also purchased adjustable hydraulic desks, which can be easily adjusted so students can either stand or sit to work. This is useful for students while sketching ideas during a design process and provides greater flexibility and comfort.

hat benefits will this bring to everyday classes and how will these acquisitions improve curriculum learning outcomes for our students? Incorporating this type of technology ultimately contributes to our goal of expanding the STEAM 24

Pictured: Springfield Technology teacher, Gudrun Baessler.

ow does the new technology fit in with the curriculum (QCAA subjects)? Having access to a laser cutter lets us deliver any of the following new senior Technology courses: Design, Engineering, and Digital Solutions. Our junior Technology classes will also benefit. In Senior Design and Engineering subjects, students must make or produce something. A laser cutter gives us all these options without the need of the traditional workshop set up.

“AN EDUCATIONAL LASER CUTTER ALLOWS STUDENTS TO DISCOVER NEW PROCESSES, CREATE PROTOTYPES, hat are some of the different UTILISE CAD/CAM projects students have been PROGRAMS, MODEL working on this year? MAKING AND BRING THEIR CREATIONS Year 10 Design students and Years 11/12 Graphics students TO LIFE.”

can use the laser cutter/engraver – Gudrun Baessler, Technology teacher for low fidelity prototyping and at St Peters Springfield modelling. This gives students the opportunity to produce design ideas. (Science/Technology/Engineering/ Some examples are: 3D models built Art/Mathematics) curriculum. environment; business cards in Graphics Design; chair models for An educational laser cutter allows industrial design; Designed solutions students to discover new processes, (Year 8 interdisciplinary unit); create prototypes, utilise CAD/ and Solutions for the Young ICT CAM programs, model making Explorers competition. and bring their creations to life. An added bonus is that students learn skills from working with laser technology and equipment that can carry on beyond the classroom for endless career opportunities.

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Pictured: (above) Year 10 Technology Design students, Naomi Duong and Kuruvilla Kuriakose, put the new laser cutter to work as they learn about low fidelity prototyping and modelling; (right) The Trotec Speedy 300 Laser Cutting / Etching machine is Springfieldâ€™s newest tech acquisition; and (below) samples of student design projects.

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Pictured: Debbie West-McInnes, Head of Primary at St Peters Springfield, reads to students (from left): Lucia Londono-Castro, Julia Bordin Dos Santos, Ruby Welsh and Rachael Socan.

Meet Debbie West-McInnes HEA D OF PR IM A RY A ND FOUNDING STAFF MEMBER AT ST PETERS SPR INGFIELD

In 2007, Jill Lange-Mohr, the newly-appointed Principal of St Peters Springfield, sought an outstanding and experienced Lutheran Prep teacher and Junior School Coordinator. The Executive Director of Lutheran Education Queensland, Sue Kloeden, pointed Ms Lange-Mohr in the direction of Debbie West-McInnes, who is aptly described in ‘Care, Dignity and Respect – The History of St Peters Lutheran College Springfield 2008-2017’ as: “An outstanding Early Childhood educator… a woman of action, with great energy levels…” 26

While Debbie was hesitant to accept the position at first, given she was already happily employed in a similar role at another Lutheran primary school, a decade later, Debbie’s energy and enthusiasm continues to be a source of inspiration to the St Peters Springfield community. It took a meeting with Ms Lange-Mohr; a visit to the campus to learn more about the vision and plans for the new school; and a big leap of faith before Debbie decided to embrace a change that would bring her new opportunities. Months before she began her founding role in 2008, Debbie volunteered her time to set up the

“EVERYTHING WE DO IS ABOUT BUILDING A REALLY POSITIVE CULTURE… CREATING A HAPPY AND SAFE PLACE IS CRITICAL.” – Debbie West-McInnes, Head of Primary at St Peters Springfield Prep program. She made several trips after work each week to the site of the original school in Education City to order Prep resources and to help prepare for the following year.

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“ONE OF THE THINGS I DO IS TO PUT TOGETHER A CALENDAR AROUND THE LEA VALUES SO OUR PASTORAL CARE TEACHERS SPEND A LOT OF TIME WORKING WITH THE STUDENTS TO UNDERSTAND WHAT THOSE VALUES ARE.” Debbie has served in various roles over the past decade. Currently, she is Head of Primary (Prep-Year 6) and her responsibilities encompass the welfare of students; teaching and non-teaching staff including Teacher Assistants; Learning Support; Manager of Outside School Hours Care; and the liaison to the St Peters Lutheran Kindergarten, located on site. Debbie said maintaining a close connection with the Kindergarten staff and parents has been very beneficial for Springfield Prep enrolments. “We have a very high percentage of Kindergarten students in the Springfield Prep program because parents appreciate the seamless transition from Kindy into Prep.” Debbie said one of the keys to the growth of the school is the positive culture and environment which is underpinned by Lutheran values. “Everything we do is about building a really positive culture. It was there at the beginning and it’s still here

now. Of course, we are an academic school, but creating a happy and safe place is a critical part of our culture,” Debbie said. Debbie is very involved in the Pastoral Care program for Prep-Year 6 and works closely with Chaplain, Pastor Matthew Wilksch, and the Pastoral Care teachers to nurture the spiritual and emotional development of Primary Years students. “One of the things I do is to put together a calendar around the Lutheran Education Australia (LEA) values so our Pastoral Care teachers spend a lot of time working with the students to understand what those values are and how those values live out as a Christian within the school,” Debbie explained.

it’s important we do the same for our staff,” Debbie explained. “Our values are Care, Dignity and Respect. It’s about showing love and kindness in all situations. And what would Jesus do? He would want us to show care and compassion.” A woman of great faith, Debbie’s wide smile, cheerful disposition and warmth has earned her great respect among her colleagues and parents, and particularly the students, who eagerly line up to chat with her as she enters the Concourse during morning tea break. “I aim to lead by example,” Debbie said humbly.

“IT HAS BEEN A GREAT JOURNEY. IT HAS BEEN HARD WORK, BUT OBVIOUSLY ALSO VERY REWARDING!” “It has been a great journey. It has been hard work, but obviously also very rewarding!”

In addition to student well-being, Debbie said the introduction of buddy groups for staff has been a great pastoral care initiative aimed at staff. “Just as our Pastoral Care teachers look after the students in their class, 27

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Pictured: Fletcher Hood Withey and Elli Harford, Year 12 Captains at St Peters Indooroopilly, outside St Peters’ Ross Roy House.

Taking the Lead

In January, Year 12 captains and prefects from St Peters Indooroopilly and Springfield returned to St Peters Ironbark Outdoor Education Centre at Crows Nest for a Student Leadership Camp. Plus Ultra caught up with St Peters Indooroopilly School Captains, Elli Harford and Fletcher Hood Withey, to find out about the experience.

n January, you returned to Ironbark for a Student Leadership Camp. What activities did you undertake and how did these help you clarify your vision for the year ahead? The Leadership Camp was an invaluable time for all leaders to reflect and look forward to the coming year. Many great memories

were relived as we caught up with the Ironbark staff who helped us on our journey in Year 9. One of the most beneficial activities was the Mini Solo that lasted for over an hour. It was some much-needed alone time that allowed us to reflect upon the core values of the College, consolidate our goals and develop the vision we have for the coming year.

We also participated in team-building activities such as a night-time Rogaine, Ironbark-style Capture-TheFlag, and climbing ‘The Wall’, which provided a great opportunity for all Springfield and Indooroopilly leaders to come together as a leadership team and bond. Overall, the Leadership Camp was an amazing experience that prepared us well for the big year to come.

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“OUR MAIN GOAL IS TO INSTIL ‘PANTHER PRIDE’ AROUND THE COLLEGE BY ENCOURAGING PEOPLE TO GET MORE INVOLVED IN COMMUNITY EVENTS.”

s school leaders, what did you decide will be your main objective this year? How will you make the year memorable for your cohort? We decided that our main goal is to instil ‘Panther Pride’ around the College by encouraging people to get more involved in community events such as: service; interactions across campuses and year levels; supporting sports, music, arts and academic competitions; and, of course, St Peters You’ve Got Talent (SPYGT). We look forward to connecting with the Springfield campus more and including them throughout the year. With the help of modern technology, we have been forming Instagram pages for different groups around the College and live-streaming events

so that important memories can be cherished forever. We hope to make the year memorable not just for our cohort, but for the whole school by being role models and inspiring the younger students to take pride in our school and participate in all aspects of school life. St Peters has so much to offer and we want to motivate people to make the most of the opportunities and give back to the community, as everyone has something valuable to contribute. We hope to create exciting opportunities and activities throughout the year to reinforce the Panther Pride we’re aiming for.

ear 12 is a year of milestones. What are you most looking forward to? One of the most exciting prospects that we look forward to is St Peters You’ve Got Talent (SPYGT). It is definitely a highlight for many students, as we come together as a school community to celebrate the extraordinary talent we share. We hope to make SPYGT 2018 a memorable occasion for everyone who attends and we are already making plans so that this year’s finale will be even better than previous years. It is the ‘year of lasts’ for all Year 12 students. We are both excited

and upset to be experiencing the last sports carnivals, concerts and even maths exams! We are looking forward to having the power to make a difference in our community and help improve the wonderful school we attend. It will be an incredible year full of memories made with our teachers and friends, and we hope after the challenges and triumphs of the Year 12 rollercoaster, we will be able to look back and say we have done St Peters proud.

“IT WILL BE AN INCREDIBLE YEAR FULL OF MEMORIES MADE WITH OUR TEACHERS AND FRIENDS, AND WE HOPE AFTER THE CHALLENGES AND TRIUMPHS OF THE YEAR 12 ROLLERCOASTER, WE WILL BE ABLE TO LOOK BACK AND SAY WE HAVE DONE ST PETERS PROUD.”

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No Limit ST PETERS ATHLETICS PROGR A M IS GOING FROM STR ENGTH TO STR ENGTH

It’s early morning and Hayden Cobbe, Year 12 boarding student at St Peters Indooroopilly, sets out with friends for their ritual morning run. They’re training for track and field, even though the Boys Athletics season won’t begin until Term 4. Hayden, an avid sportsman, says the best thing about Athletics is the camaraderie.

Better yet, says Shaun, its varied disciplines cater to students of all abilities.

“You’re running every day of the week “It requires a wide variety of students,” Shaun explains. “That’s together and pushing each other pretty hard to get there,” he explains, the good thing about Athletics – all different body types can be good at “so you make good mates.” different disciplines.” Shaun Nodwell, Director of Sport Tara Sims, Year 12 student at and Athletics Coordinator, has St Peters Indooroopilly, favours been involved in the Athletics long jump. program for nine years. He says the sport is gaining rapid popularity “I love the feeling you get when you among students, catering to a broad get a good take off and fly through demographic of boys and girls from the air,” Tara says. “It’s also a good Years 4-12, making it the largest mix of sprinting and jumping and so squad of any St Peters sport. With it doesn’t get boring.” Southern Lutheran Associated Primary Schools (SLAPS) carnivals Tara took up the sport for enjoyment for Years 4-6 students; Associated in primary school and excelled at Independent Colleges (AIC) school and district carnivals. Like carnivals for Years 4-12 boys; Hayden, she says school spirit and Queensland Girls Secondary congeniality draw her back season Schools Sports Association after season. (QGSSSA) carnivals for Years 7-12 “I love the QGSSSA Athletics girls; and district and regional Championships Day because of carnivals for high-performing the school spirit and atmosphere. athletes, opportunities to enjoy the And I’ve built and strengthened sport are boundless. friendships through Athletics, which makes it even better.” 30

Photos courtesy of Simon Bowman.

“THAT’S THE GOOD THING ABOUT ATHLETICS – ALL DIFFERENT BODY TYPES CAN BE GOOD AT DIFFERENT DISCIPLINES.” – Shaun Nodwell, Director of Sport and Athletics Coordinator Shaun says, thanks to an influx of students taking up the sport, coupled with an improved coaching model, the St Peters team is reaching new heights. Last year, for the first time, male and female students from six different age groups across St Peters Upper Primary, Junior High and Senior School competed at state and national level. At the 2017 Queensland Schools Athletics Championships, 11 St Peters athletes medaled. At the 2017 Australian School Championships, St Peters athletes each finished in the top 8 for their event, four of whom medalled and two of whom were named National Champions.

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Hayden too, urges more students to the pick up the sport.

“One of the reasons students have improved is because the quality of coaching has improved,” Shaun explains. “We now have former Olympians and World Championship representatives on our coaching team.”

With quality coaches overseeing weekly Friday night meets in the pre-season, twice weekly in-season training sessions, along with strength and conditioning training sessions, the program continues to go from strength to strength.

For example, St Peters Head Jump Coach, Philips Idowu, is a former World Outdoor and Indoor, European Outdoor and Indoor, and Commonwealth triple jump champion and silver medallist at the 2008 Summer Olympics – and St Peters Sprints Coach, Jacinta Boyd, is a former Commonwealth Games sprinter.

Tara has high praise for the program, and encourages her peers to get involved.

“I definitely recommend it. It’s an awesome experience,” he says. “Even if you just do it for enjoyment and you’re not necessarily awesome at it, St Peters will make a spot for you. The coaches don’t just focus on the best kids. They make everyone feel that they’re part of the team.”

“I would tell any student who hasn’t tried Athletics but wants to take it up, to go for it,” she says. “You never know how good you’ll be or how much fun you’ll have until you give it a go.”

For more information about Athletics, contact Shaun Nodwell, Director of Sport and Athletics Coordinator s.nodwell@stpeters.qld.edu.au

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Ironbark: A Concise History

Since its beginnings in 1976, St Peters Ironbark Outdoor Education experience has continued to leave deep impressions on students. While much has been reported about the program of today, its history remains largely untold. Plus Ultra caught up with three of Ironbark’s founders, Reverend Maurice Fielke and his wife Dorothy, and Mr Barry Jahnke, to find out how Ironbark began. THE DREAM Shortly after his appointment as Chaplain at St Peters Lutheran College in 1964, Reverend Maurice Fielke began thinking about a St Peters Outdoor Education Centre as an alternative to local youth camps, some of which were rife with student misbehaviour. Maurice recalls: “I thought ‘there’s got to be something better that will allow us to channel the energy and enthusiasm of these young people into something positive.” Meanwhile, Barry Jahnke - Biology teacher, and Don Protheroe Geology teacher, were dreaming of a natural space where they could instruct students in scientific fieldwork. Barry explains: “One of the most efficient ways to teach the life sciences was in the field… Our St Peters grounds were pretty sparse at that time because, before I arrived here in 1969, they used to burn the College grounds each year from one end to the other to control the grass.” “We [Don and I] used to think it would be nice if we had some place off-campus where we could take students and let them develop their social and scientific skills.” 32

“WELL GENTLEMEN, I DON’T UNDERSTAND WHAT YOU’RE DOING BUT I HAVE FAITH TO BELIEVE THAT YOU’RE DOING RIGHT.” – Bill Lohe, St Peters Headmaster 1955-70 THE INSPIRATION A committee, of which Maurice and Barry were members, was formed to grow the idea of a St Peters Outdoor Education Centre. They took inspiration from early educators such as Kurt Hahn (1886-1974), German Jewish founder of several international schools that used outdoor adventure to develop social conscious in adolescents; and Nikolai Grundtvig (1783-1872), Danish founder of international Folk high schools, that focused on personal development rather than formal education. They also investigated The Duke of Edinburgh Award program, founded in 1956 by Prince Philip, which recognises adolescents and young adults for completing self-improvement exercises

modelled on Kurt Hahn’s solution to the ‘Six Declines of Modern Youth’, and Geelong Grammar Schools’ Timbertop, founded in 1953 by Headmaster James Darling, a full-time boarding campus for Year 9 students that incorporates academic, outdoor, running and hobbies programmes. Finally, as St Peters’ Outdoor Education Centre was originally intended to accommodate students’ full academic program alongside physical, spiritual and social activities, Barry researched emerging Field Study Centres. “We liked the fact that we had these four very different strands of life that we were dealing with,” Barry explains, adding that the committee’s multi-faceted approach appealed to St Peters Headmaster, William (Bill) Lohe (1955-70). “I remember Bill Lohe, on one occasion, saying to us: ‘Well gentlemen, I don’t understand what you’re doing but I have faith to believe that you’re doing right,” Barry recalls. THE PLACE AND THE NAME With Bill’s blessing, the committee began its search for a suitable property. Old Scholar, Maxwell Kanowski (1949), whose neighbours’ son had attended Timbertop, offered to sell the College land at Spicers Gap, 100 kilometres west of Brisbane. However, his offer was declined by the College Council.

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Pictured: Published in an early pamphlet produced by the College, this photograph showcases Ironbark ministry.

Then, Pastor Wendel Dahl entered the picture. Wendel was an American Lutheran pastor based at Woolloongabba. He had a grazing property in the granite country, east of Crows Nest, where he had built huts to house recovering alcoholics. In 1971, through a mutual interest in people’s physical, spiritual and social wellbeing, Wendel gifted 73 acres of land on the western side of his property to St Peters. Wanting to find a meaningful name for the property, Barry, who was a member of the Anthropological Society of Queensland, contacted fellow peer, Stan Colliver. Stan, a highly regarded anthropologist and museologist, curated a list of aboriginal names for consideration. “The one that we decided on at the time was, ‘Jũn Jarin’, because it was, ‘a beneficial spirit.’ And a ‘Jũn

Jaree’ is a good spirit which can belong to you through your life,” Barry explains. “So we thought, this four-strand coursework is going to be a Jũn Jaree to go with the students through their adult life.”

the campfire. So, it was probably about one o’clock in the morning and he started to quote, ‘The Man from Ironbark’. When he finished he said, ‘That’s what you should call it: Ironbark.”

The name was used for a time but the College Council was unsure about it. Shortly thereafter, a new name came to light.

Given that Ironbark trees grow on the property the name was fitting. It was submitted to the College Council, and was accepted.

In the early days after acquiring the property, Maurice would undertake transected hikes to explore the country to develop a map. On one such expedition, Maurice was accompanied by Michael Leske, a friend, and Harry Schroder, an engineer contracted to design and build a shed – the first built structure – on the property.

THE FOUNDATIONS

“We went out camping,” Maurice recalls. “Harry had this habit of reciting Australian poetry around

From 1971-1973, Maurice and Barry began taking groups of students to Ironbark on weekends to test the program’s merit. Students worked around the property, hiked to explore the country, worshipped with locals at the Crows Nest Lutheran Church, and enjoyed picnics at Crows Nest and Ravensbourne National Parks.

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In September 1971, a formal proposal for the program was submitted to the College Council, however it wasn’t until 1973 that St Peters Headmaster, Dr Carson Dron (1970-94), announced the formal commencement of the initiative in 1974 with a Trial Scheme. Maurice had taken a year off from St Peters to work for the Queensland Government’s Department of Agriculture and Fisheries but his appointment was cut short by Dr Dron’s announcement. “In September 1973, Dr Dron said, ‘Enough talking. We’ll run a trial scheme.” Maurice explains. “So I was called out of the Forestry immediately and set to work at Ironbark.” In preparation for the arrival of the Pilot Group in 1974, Maurice, Barry and Don, along with their families, relocated to Ironbark in 1973. They would go on to live in rental caravans for some years, but the College was committed to providing permanent accommodation for students from the outset. The brick work was completed by friends of Wendel Dahl, Finnish and Estonian gentlemen, the latter of whom who had been rehabilitated at Wendel’s grazing property in the Granite Belt. Resources were limited but the contributions of many staff made the buildings of habitable standard. “I had to do some brickwork,” Maurice admits. “I won’t ever show anyone where it is! At least the style was to have the mortar hang out, so that covered a few sins!” 34

Pictured: An early photograph of a water tank, showing the popular style of brick work at the time. Could this be the handy work of Reverend Maurice Fielke?

The shed, designed by Harry Schroder, was partly fabricated at St Peters’ Indooroopilly campus. Barry recalls delivering it to Ironbark. “The College bought a small second-hand Mazda truck, which was in terrible mechanical condition,” Barry recounts. “I had the job of driving this truck up to Crows Nest, loaded with this shed and all of the building materials, together with a portable dunny to go with a pit toilet.”

“I was all loaded up ready to go and I was driving out and I forgot about that wretched footbridge at the Science block [at St Peters Indooroopilly]! And I hit it with the toilet,” Barry admits. “That toilet is still at Crows Nest and it’s got these dents in it from that time.” Maurice says he’s grateful to the many staff who had faith in the project. Some even sacrificed percentages of their salaries to finance the employment of the builder’s apprentice, Gary Evans. Since then, Gary – current Works

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Pictured: (left) This Mazda truck was the first College vehicle used at Ironbark. Its first task was the transportation of most of the materials for the shed from Indooroopilly. It was then used on the property for a variety of jobs including water carting (shown here), general cartage and the notorious “dunny run”; and (right) an early photograph of Reverend Maurice Fielke.

Department Manager at St Peters, has enjoyed a steady association with the College that has spanned more than four decades. “I’m eternally grateful to those staff,” Maurice says. “They believed in what was happening up there at Ironbark and they were prepared to put money up. So we kept going.” The Brisbane floods of January 1974 interrupted building and delayed the arrival of the Pilot Group. Even so, when students arrived several months later after the Crows Nest Shire Council were able to remake Back Creek Road, they had unfinished quarters to sleep in, which had missing windows and doors, the openings for which were temporarily covered with plastic. Maurice’s wife Dorothy, who instructed students in catering and helped Maurice coordinate hikes, says conditions were rough.

“EDUCATION IS NOT ABOUT ACQUIRING A WHOLE LOT OF KNOWLEDGE. IT’S MORE ABOUT DISCIPLINE AND LOVE. DISCIPLINE AND LOVE BETWEEN STUDENT AND TEACHER.” – Reverend Maurice Fielke, Co-founder of Ironbark “Those Trial Scheme kids had it very rugged,” Dorothy admits. “There were no windows and doors on the buildings. In winter, Crows Nest is very cold. They all ran around in these big army coats from the Nazarene Bargain Shop.” THE TRIAL SCHEME

a letter to Headmaster Dron explaining why they should be chosen. Maurice says those letters, and the letters of appreciation he received from students who undertook the Ironbark experience thereafter, are among his most treasured possessions. “The enormous amount of letters of appreciation from students – that’s probably, in many ways, my fondest memory,” Maurice explains. “The only thing I took out from Ironbark when I left was a folder of letters.” “Education is not about acquiring a whole lot of knowledge. It’s more about discipline and love. Discipline and love between student and teacher,” Maurice explains. “When you’ve only got 30 students for ten weeks, I tell you, you have a wonderful opportunity to develop that relationship.”

In order to partake in the Trial Scheme, students had to write 35

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He still officiates weddings and funerals, and is passionate about prison ministry. In between, he finds time to assist Dorothy in her bush tucker business, supplying bunya nuts to restaurants, distributed from Adelaide by their nephew. This season is particularly busy. “Bunya nuts are such fickle trees; they bear once every four years,” Dorothy explains. “So, for all this time, there’s been no bunya nuts, and now this season is the big season. So, we’re busy!” Dorothy says she still occasionally runs into past students of Ironbark. Pictured: On 21 March 2018, Barry Jahnke visited St Peters Indooroopilly to donate paperwork documenting the history of Ironbark to St Peters Old Scholars Association (SPOSA).

He says, despite the challenges of maintaining the academic program, the spiritual and social benefits students experienced convinced Dr Dron of the program’s legitimacy. “When the students came back from Ironbark, they did very poorly academically.” Maurice adds, “But, in maturity, they were a shot above the rest. That sold the Headmaster.” ONWARDS AND UPWARDS Throughout 1975, Barry lived onsite full-time in the unfinished Girls’ Dormitory to coordinate the building of staff accommodation. In 1976, under authorisation from Dr Dron, the program commenced in a full-time capacity. Barry says he relished the opportunity staff had to educate students across many fields. Students participated in community service activities, such as building picnic tables and walking tracks in Hartmann Park, near Crows Nest. Other activities included physical life skills, such as hiking, farming

and catering; and academic pursuits, including scientific field studies. “It was a very busy time. We used to do scientific work for the Australian Museum, by being involved with their Butterfly Migration studies. I was also a bird-bander with the Australian Bird and Bat Banding Scheme. We used to do quadrat studies in some of the forests, including the pine plantations at Pechey State Forest. We were very involved.”

“You meet Old Scholars here and there,” she says. “Of course, you never recognise them because they’re out of the uniform; they’ve grown up; they’ve changed, but it’s lovely when they say, ‘I was in such-and-such a class.’” Maurice says, of all their memories at Ironbark, the camaraderie between staff and students is what they remain most grateful for. “There is no better job than working with a group of thirty Year 10 students,” Maurice says. “I’ve always felt extremely privileged to have been a part of Ironbark.”

WHERE ARE THEY NOW After leaving St Peters, Barry went on undertaking work at other State Environmental Education Centres, including Nudgee Beach and Toohey Forest Environmental Education Centres. Now retired, he dedicates much of his time to the Queensland Museum, where he is a volunteer in the Publications and Photography Department. Maurice continues to be involved in grazing, managing cattle properties nearby his home at Mount Binga.

DID YOU KNOW? While the College Council chose to discard the name ‘Jũn Jarin’ in favour of ‘Ironbark’, some buildings at Ironbark still bear aboriginal names from Stan Colliver’s list. Don Protheroe named the house he and his family lived in ‘Kir-aba’, meaning ‘place of the fire’, because he loved its fireplace.

THANK YOU

TO GENEROUS SPONSORS OF ST PETERS-HIGGINS 2017 GOLF DAY

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American Dream ST PETERS BA NDS STUDENTS TOUR USA

In November, Year 10 student and French Horn player, Lara Thompson, realised a long-time dream. Alongside her peers in St Peters Symphonic Winds and Senior Stage Band, Lara travelled to the United States as part of the 2017 Bands Tour, visiting Hawaii, Los Angeles and San Francisco.

Pictured: Lara Thompson, Year 10 student, and Lachlan Andrews, Year 12 student at St Peters Indooropilly, participated in the 2017 Bands Tour to the United States. Both students hope to tour again in 2020.

“I BASICALLY PICKED THE FRENCH HORN UP PURELY TO GO ON TOUR!”

Lachlan Andrews, Year 12 student, plays alto saxophone in Symphonic Winds and Senior Stage Band. He says, while he has no formal plans to study music beyond school, he hopes his experience touring with St Peters, first in Darwin in 2016 and then in America in 2017, will qualify him to join a future tour as an Old Scholar mentor, so that he can relive the cultural benefits of touring.

The ensembles enjoyed a jam-packed itinerary, undertaking 17 performances; including at Sea Life Park Hawaii in Honolulu, Disneyland Park in California, and Pearl Harbour in Hawaii. They participated in six masterclasses with the likes of Jazz Legend, Mike Lewis, and Dr Gabriel Arnold of the University of Hawaii at Manoa, Dr Dustin Barr of California State University, and Professor Bradley Stirling Hogarth and Professor Dennis Aquilina of San Francisco State University.

– Lara Thompson, Year 10 student at St Peters Indooroopilly

Grantley Sutch, Head of Bands and Brass Coordinator at St Peters Indooroopilly and 2017 Tour “My favourite part of the trip was Director, says the tour gives when we went to Disneyland in LA,” students insight into the diverse Lachlan says of the 2017 tour. “We pathways available to musicians. did some recording in the backstage From performing alongside the section of the park. It was fun!” Lara has looked forward to the naval musicians of the Pacific Fleet experience since 2011 when her Band aboard the USS Missouri; to He says while billeting with sister, Sam, returned from her first recording tracks under the direction local families exposed him to tour. When, in Year 5, Lara needed of Stan Freese, Talent Casting more authentic local experiences, to select an instrument for St Peters & Booking Director at Disney extensive performing afforded him a Music Education through Bands Entertainment Productions, at newfound appreciation for music. and Strings (MEBS) program, Disneyland’s studios; to performing she asked Sam to find out which for locals alongside other community “It puts into perspective how instruments were deficient in the ensembles, the tour exposes students universal music is,” Lachlan explains. touring ensembles. “You go to all of these different places to all that a future with music and although some vocabulary can offer. “I basically picked it up purely to go is a bit different, the music and on tour!” Lara admits of taking up “It gives students a real-life everything that’s [printed] on the the French Horn. “I hate to say that experience as a travelling performing music sheet is the same. I think that’s because it sounds like I just really musician,” Grantley explains, “but pretty cool.” wanted to go on tour, but I really did!” it’s also a cultural exchange.”

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For Lara, whose family has deep military connections, playing alongside the Pacific Fleet Band, under the direction of Lieutenant Kelly Cartwright, aboard the USS Missouri at Pearl Harbour was a highlight. For their performance, the ensembles were decorated with badges worn by all service men and women who have served aboard.

becoming close with all of the band people,” Lara says. “I became so close with all of my bandmates and I was really happy for that. Before we left, I was wary because I wasn’t that close with a lot of people but the second the tour began, there were people I’d never spoken to and we just hit it off. I’m still friends with them now. It was really nice.”

“Pearl Harbour is such a big part of American culture and history,” Lara explains, “and we were allowed to come in and perform with them [the Pacific Fleet Band]. It was amazing.”

Like Lachlan, Lara looks forward to having the opportunity to tour again in 2020, when she will be a Year 12 graduate, able to mentor younger band members while enjoying all that touring has to offer.

However, Lara says billeting with local families, with whom she is still in regular contact, and forging stronger connections with her bandmates were her favourite experiences. “If I had to pick my favourite part of the tour, it would have to be meeting all of the people we met and

Grantley says he hopes the experience has both humbled and given confidence to students. “I hope students get a sense of how fortunate they are to live in this country, to go to this school, and to have such wonderful experiences,” Grantley explains.

“The US is a big country and they have lots of amazing musicians, but I think students realised that they’re just as good and can hold their own.” He says, most of all, he hopes the tour has inspired students in their journey with music. “I hope it helps spur students’ musical aspirations,” Grantley explains, “and that they continue to have music in their lives, whether professionally or for enjoyment.” St Peters Music Tour program operates on a three-year rotation between the Bands, Strings and Chorale programs. The next tour will depart in 2018 for Strings ensembles. For more information about the Music Tour program contact the St Peters Music department: music@stpeters.qld.edu.au

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Telescoped Mathematics

This year, St Peters Indooroopilly has introduced a Telescoped Mathematics course into its Year 8 offering. The accelerated course, which complements an extension program spanning English, Science, SOSE and Mathematics, offers Year 8 talented students the opportunity to complete three years of mathematics coursework in two years and cut their teeth on higher level problems.

Stephanie Hogan, Exceptional Learners teacher, says the mantra, “Every child should learn every day,” inspired the course framework. Stephanie and Maths teacher, Suzannah Hall, alongside Head of Exceptional Learners, Kimberley Jefferd, and Curriculum Leader – Mathematics, Douglas Bransgrove, developed the course to ensure students capable of higher level mathematics fulfil their potential.

“LET’S GIVE THEM A FASTER PACE, CUT OUT SOME OF THE REPETITION, AND GIVE THEM SOMETHING DIFFERENT TO GET THEM THINKING IN A WAY THEY HAVEN’T BEEN CHALLENGED WITH BEFORE.”

“Exceptional learners are generally the ones who don’t learn every day, – Stephanie Hogan, Exceptional and gifted students are included in Learners teacher that,” Stephanie explained. “Often, they’ve seen work, ‘got it’ within a “We thought, what do we think they few seconds and then spend the rest need to keep them really on top? of the lesson or the week going over it. So they’re not learning every day – Well, let’s give them a faster pace, cut out some of the repetition, and they’re regurgitating.”

Pictured: Stephanie Hogan, Exceptional Learners teacher, with Stevie Chiu, a student undertaking the newly introduced Year 8 Telescoped Mathematics course.

give them something different to get them thinking in a way they haven’t been challenged with before.” Stephanie says, so far, feedback about the course from parents and students alike has been positive. Year 8 student, Stevie Chiu, says she enjoys the collaborative nature of the Telescoped Mathematics classes. “Our teacher, Ms Hall, goes through a component of maths and asks the whole class for input,” Stevie explains. “I find that really good because you’re learning to articulate what you know.” She says, while it took time for her to adjust to the increased workload and higher standard of work, the course has helped her become an effective problem-solver.

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“It’s much more challenging than Mainstream Mathematics and it teaches us how to be curious and inquisitive and not just know numbers, but also how to work problems out.” Best yet, she says Monitoring Points, a formal process by which teachers seek direct feedback from students, have helped her extend herself in her own unique learning style. “It was very helpful because it made me think about what parts of the class I really like; that are really helpful in my own learning,” Stevie says. “You get feedback so that the class can really be modified to how you learn.”

“IT TEACHES US HOW TO BE CURIOUS AND INQUISITIVE AND NOT JUST KNOW NUMBERS, BUT ALSO HOW TO WORK PROBLEMS OUT.” – Stevie Chiu, Year 8 student at St Peters Indooroopilly With the roll-out of the Year 8 course underway, Stephanie and her collaborators have turned their attention to the Year 10 course framework, which will prepare students for entry into the International Baccalaureate

Programme or higher level mathematics within the new QCAA senior syllabus. She says she hopes the Telescoped Mathematics program will allow students who are passionate about mathematics to flourish. “These students are grouped in a class of like-minded souls,” she says, “so they can be as enthusiastic and questioning as they want.” For more information about Telescoped Mathematics contact Kimberley Jefferd, Head of Exceptional Learners, in the first instance: k.jefferd@stpeters.qld.edu.au

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Merchant Warrior

I wanted to be a hacker)! I’m still quite interested in two of those three dreams, but you’ll have to guess which!

Old Scholar, Rakesh Pathak (2003), and his brother Sumeet (1999), co-run Merchant Warrior, an Australian based online payment provider. Plus Ultra caught up with Rakesh to find out about his journey from St Peters student to businessman.

ell me about your time at St Peters. What are your fondest memories? What was your dream for your future? I started at St Peters in Year 7 after moving to Brisbane from Mount Isa. My parents decided to send me to St Peters based upon the recommendation of my swimming coach. I was lucky enough to be surrounded by amazing teachers, friends and a swimming squad that I still think of as my second family. I admit that, at the time, I would never have imagined calling them ‘amazing teachers’; it’s only after you leave and look back after many years that you realise how much of an impact they had on shaping the person you have become. Topping the list of my fondest memories is the Ironbark experience. Who wouldn’t love a five-week camp filled with activities? Chopping wood, collecting fresh eggs, going on a 48-hour solo… I’d like to say I wasn’t scared on my solo, but that’s a lie. When I returned to camp, of course, I told the rest of the class it was easy! I accidentally started a major fire in the chicken pen and I cut wood without a chopping block and the axe went straight into the ground and busted a water pipe. 42

ell me about your journey to starting Merchant Warrior. When and how was the venture born?

I’d like to say I did the right thing and told someone I did those things, but this is the first time I’m admitting to it! Secondly, I remember the College had a fundraising sign displaying how much money had been raised towards the build of a new Performing Arts Centre. I never thought it would ever be built. I returned to St Peters last year to watch an orchestra play and could not believe how an empty space and three rooms had turned into the Performing Arts Centre the College has today. Lastly, my friends. I’m getting married shortly and my five groomsmen are all friends I met at St Peters. Over the past 19 years, we have shared many experiences and every time we get together there is at least one story about our time at St Peters shared. I’m grateful to the College for helping me establish what I know will be lifelong friendships. I can’t say I had just one dream for my future, I had many. At one point I was going to swim in the Olympics, write music or work in network security (that’s a nice way of saying

I had been problem-solving and working with computers since I was 12 years old. It had always been a passion of mine so, when the time for university came around, it made sense to undertake an IT degree. During my time at QUT, I was invited to work for an organisation that provided billing services to global companies. I was tasked with finding and helping resolve security weaknesses that could lead to a compromise of their network. In short, I was paid to hack them and tell them how to fix it. By 2009, I had completed my degree and, at this point, I’d worked on connecting billing systems to banks in more than fifteen countries. I realised the financial sector in relation to merchant services was not transparent to customers. I identified that as a major issue in the industry and decided I wanted to build a system that would help business owners have the right knowledge and tools to run a cost-effective business. Within the first year of the platform being built, Merchant Warrior was processing payments for Qantas’ online retail store and Telstra’s Bigpond store. We have now assisted more than 12,000 merchants in Australia and New Zealand

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countries, deal with thousands of businesses and have been inspired by discussions I’ve had with CEOs and business leaders around the world.

hat advice can you offer students who aspire to start a business?

alone and have recently expanded the platform into Singapore and the USA. We have definitely come a long way. It all started in a room at my parent’s house with a platform that was built for small to medium business owners, but we now support financial institutions, governments, airlines and councils in many countries.

ou run the business with your brother, Sumeet. What are the advantages of working together? What (if any) are the challenges? I believe that if you’re looking to be successful in life, you need to be surrounded by the right people. I’m blessed that my elder brother also happens to be my business partner. We have a very close family, and we have always wanted the best for each other. This works to our advantage because we continue to challenge each other to be better people in both our business and personal lives. There are days when all of us will not be at our best. We may be frustrated, exhausted or emotional, and it’s at these times that we often say or do things that could let those around us down. It’s during such times

that I believe I’m lucky to have my brother as my business partner. If it was someone else, I’m not sure how forgiving they would be! I can honestly say from my side there are no challenges, but that could be because I’m the one who is a challenge to deal with!

ow has running your own business enriched your life?

Starting a business and growing it has been a rollercoaster ride that I’m not ready to jump off just yet. I’ve learned so much about myself. I’ve been able to pin-point what my strengths and weaknesses are and work with those. When I first started the company, I thought I was just great with computers. I thought that was the skill I brought to the team, however as time went on I realised that my real skills were in sales and strategy. I never in my wildest imagination would have thought I was capable of achieving what I have. Running your own business challenges you to be the best person you can be, and along the way you discover things about yourself that help you grow into something you never could have imagined. I’ve also been able to travel to many

If you are considering starting your own business, do it! It’s not going to be easy, but taking on the challenge is well worth it. Surround yourself with the right people who support your goals. There are those who will just provide negative feedback that is not constructive – ignore them. They’re not interested in seeing you succeed; they’re just holding you back because they’re not moving forward. With most of the successful businesses I’ve worked with, I’ve noticed that they all have one thing in common – they solve a problem. Whatever idea you have, if you truly believe in it, then you have to give it a shot. Not every venture ends in success, but I can guarantee you that you will learn so much about yourself and grow in a way that will speed-track your career. A good reminder of this is the app named, ‘Yo’. When this App was launched it did absolutely nothing except allow users to send the word ‘Yo’ to a friend, and the friend could only respond with the word ‘Yo’. Seems pointless, right? Well, can you believe that at the time, due to hype, it ranked as #4 on the App Store charts, received 1.5 million USD in funding, and was valued at 7 million USD? The App took the creator eight hours to develop. So, let that be an example, if you’ve got an idea, go for it. You just never know until you’ve given it the chance it deserves. Be good and good luck. 43

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Pictured: Darren Grose has taken up the role of Boys Sport Coordinator at St Peters Indooroopilly in 2018.

Meet Darren Grose BOYS SPORT COOR DINATOR AT ST PETERS INDOOROOPILLY

ell us a bit about your background.

My mother is from New Ireland Province in Papua New Guinea and my father is Australian. I was born in Brisbane, however I spent my first 5 years living in Port Moresby PNG as my Dad was an Engineer with Air Niugini at the time. I grew up in the Eatons Hill/Albany Creek area in North Brisbane and attended Albany Creek Primary and High Schools, graduating in 1996. My mother and older sister were very good sportswomen and I developed an interest in sport at a young age, in particular Basketball, and played it through primary and high school.

I studied a Bachelor of Secondary Education (majoring in HPE/SPE and minoring in Biology) at QUT graduating in 2001. It was in my university years that I switched sports to Volleyball and developed a passion for playing and coaching, which has stuck with me to this day.

ow did you get into teaching?

“IT WAS IN MY UNIVERSITY YEARS THAT I SWITCHED SPORTS TO VOLLEYBALL AND DEVELOPED A PASSION FOR PLAYING AND COACHING.”

When I was in high school, – Darren Grose, Boys Sport I coached a few junior club and Coordinator representative Basketball teams and refereed GPS, Men’s and Women’s to sport, so I figured that PE teaching A grade and GBL games as well as would be a good option for me. I was Junior Classics. It was in my High lucky enough to get into the course School years that I developed a I wanted at university and I’ve never passion for sports coaching and looked back! administration and anything relating

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“I HAVE ALWAYS HELD ST PETERS STUDENTS, PARENTS AND STAFF IN HIGH REGARD, AND I AM VERY HAPPY TO NOW BE A PART OF THE ST PETERS COMMUNITY.”

ell us a bit about your previous work experience.

Straight out of university, I got a teaching job at Atherton State High School and taught there from 2002 to 2006 and in that time, I was the Sport Coordinator for three years, Acting Head of Department for HPE for nine months. In 2005, I married Belinda, who is a St Peters Old Scholar, and in 2006, our first daughter Paige was born. We decided to move back to Brisbane to be closer to our family network. We have three lovely children; Paige (Year 6), Bronte (Year 4) and; Myles (Year 1). I taught at Minden State School for three terms in 2007 before moving to Ipswich Grammar School, where I worked from 2007-2017. Whilst at IGS, I coordinated Volleyball for many years, and coached First VI teams and Track and Field Sprints.

hat are your aspirations for your new role and for the Boys Sport program at St Peters?

co-curricular activities run at St Peters and I am very excited to be a part of it.

I was over the moon when I received the phone call from the Head of College, Mr Tim Kotzur at 7pm, offering me the position. At the time, I was in the middle of the bush fighting my way through lantana on a Year 9 camp near Toowoomba. I have always held St Peters students, parents and staff in high regard, and I am very happy to now be a part of the St Peters community.

My aspirations revolve around the continued provision of quality boys sport options at St Peters. Our focus on “Quality Sport” means every boy is able to access appropriate competition; effective developmental pathways and programs; quality coaching; excellent facilities; and effective organisation and administration. We need to constantly be raising the bar and expectations of our programs to achieve better outcomes from our boys and our programs. These goals cannot be achieved overnight but they are something we are constantly aspiring to reach.

The complexities involved in coordinating co-educational sport when seasons don’t coincide with each other, requires a level of organisation unmatched by any school or sporting organisation I have ever been involved in. I have been very impressed with how

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St Peters Swim Teams Champions St Peters swimming teams successfully defended their titles at the 2018 AIC and QGSSSA championships. On 5 March, the Boys AIC Swimming team won back to back championships, setting seven new records. OnÂ 7Â March, the Girls QGSSSA Swimming team took to the water and made it five championships in a row in the 110 th year of QGSSSA sport and set ten new records. Congratulations to our swimmers and coaches on these outstanding performances.

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Students Celebrate Harmony and Say No Way To Bullying Across Australia, young people are being encouraged to stand together against bullying and violence in schools and celebrate Australia’s cultural diversity. At St Peters Indooroopilly, students marked the National Day of Action Against Bullying and Violence and Harmony Day in various ways. On Friday 16 March, the Years 7-12 students held a joint celebration marking the National Day of Action Against Bullying and Violence and Harmony Day. Students wore orange and gave out wrist bands to show their support, and in a powerful, symbolic gesture, the Students 4 Students group handed over a banner that was sent to Marjory Stoneman Douglas High School in Parkland, Florida.

One of the key messages around the National Day of Action is verbal, physical and social bullying can happen anywhere; it can happen to anyone; but it is never ok. Students 4 Students encourages students to talk about this with friends. Harmony Day was also an important celebration across the College, promoting inclusiveness, respect and belonging for all Australians, regardless of cultural or linguistic background. Held every year on 21 March, Harmony Day coincides with the United Nations International Day for the Elimination of Racial Discrimination. Students wore orange, the colour that connects Harmony Day and the National Day of Action against Bullying and Violence, and the Multicultural Group created a giant paper chain to celebrate the diversity and inclusiveness of Harmony Day.

“Students for Students’ ultimate goal is to fight for the respect and wellbeing of students no matter their gender, sexuality, disabilities, ethnicity, financial status or religion,” Each link on the chain was illustrated by a student from Ana Coimbra, from Students 4 Students explained. Prep to Year 12 to promote and identify the cultural and linguistic diversity of the College. “Therefore, it’s our duty to work so that no student is marginalised or ostracised through bullying.”

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Phantom Thread a perfect fit for Maryanne

When Old Scholar, Maryanne Frost (2011), decided to take a leap of faith and moved to England in 2015, she never imagined it would lead her to the set of the Oscar winning film, Phantom Thread, starring the enigmatic, Daniel Day-Lewis. As fate would have it, the film set in the glamorous world of 1950s English couture, turned out to be a perfect fit for Maryanne, a fashion design and technology graduate, who was cast as a dressmaker and part of a group of twelve extras.

“THE CASTING AGENTS WERE LOOKING FOR AN EXTRA WHO WOULD LOOK AS IF THEY KNEW WHAT THEY WERE DOING IN A 1950S FASHION HOUSE.”

The chance came about after serving a customer, an ex-pat Australian, when Maryanne was working at luxury textiles retailer, Joel and Sons, – Maryanne Frost (2011), extra in in London. oscar-winning film Phantom Thread “The casting agents were looking for an extra who would look as if they knew what they were doing in a 1950s fashion house,” Maryanne explained. “With my dressmaking skills, I apparently fit the bill.”

Filmed in 2017, Phantom Thread received six Oscar nominations, winning in the Best Costume Design category.

Pictured: Old Scholar Maryanne Frost (2011) never dreamed her dressmaking skills and love of couture would lead her to a movie set with acclaimed actor Daniel Day-Lewis.

“Initially, I was expecting to be an extra in some low-key film,” Maryanne recalled. “Amazingly, upon arriving on set at Fitzroy Square, we were informed we would be acting beside acclaimed actor Daniel Day-Lewis, in what may be his last acting role, under the direction of Paul Thomas Anderson.” “I am privileged to have been a part of this multi-award winning team, as their dedication to film craft was incredible!” Maryanne, who had never acted before, said the experience gave her a wonderful insight into the film industry, and the extraordinary acting skills of Daniel Day-Lewis, whom she met, only in character.

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“He stayed in character on set the entire time. So, I met Reynolds Woodcock. I never met Daniel Day-Lewis!” she mused. “He built Reynolds for two years. He learned how to sew and how to do all the handwork as part of his research into 1950s fashion.” In addition to her unexpected foray into film, Maryanne said the last three years she spent in London taught her so much. “It was hectic,” Maryanne admitted. “It was like a rollercoaster ride being in a big city like London. You’ve got to roll with the punches...otherwise the city just eats you up alive!”

“I STILL THINK COUTURE IS IMPORTANT IN TODAY’S FASHION. IT’S THAT CREATIVE EXPRESSION…THE FANCY ELEMENT… AND EVERYBODY NEEDS THAT!”

at Joel and Sons, a leader in the retail fabric world that counts the British Royal family, international fashion houses, filmmakers and celebrities among its esteemed customers.

Maryanne said she often struggled with the high cost of living and juggled two jobs to stay afloat, working in hospitality in five-star hotels and indulging her first passion for luxury fashion textiles in her role

“I still think couture is important in today’s fashion. It’s that creative expression…the fancy element…and everybody needs that!”

Now back in Australia, Maryanne is happily pursuing her options in fashion and hopes films like Phantom Thread will highlight the relevance of couture and luxury textiles as an alternative to the current trend towards fast fashion.

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St Peters Springfield Celebrates Ten Years On 29 January 2008, St Peters Springfield opened its doors to 96 founding students. Ten years later, on 29 January 2018, St Peters Springfield celebrated Founders’ Day with special guests, staff and a student body 562 strong. Following the Service, St Peters Springfield’s history book, entitled ‘Care, Dignity & Respect: The History of St Peters Lutheran College 2008-2017’, was officially launched by Judith Hill, Editor, and Bishop Paul Smith. Other ten-year celebrations included a party on the evening of 19 January, attended by 150 guests. To commemorate St Peters Springfield’s tenth year, a mosaic cross has been installed at the base of the stairwell to Curnow House. In 2017, each staff member and student contributed to the cross, placing one of its mosaic tiles. On 25 January, the cross was blessed by Pastor Matt Wilksch, St Peters Springfield Chaplain, at the 2018 Opening Service.

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Mater Chicks in Pink

On Sunday 4 March, 115 members of the St Peters Community came together to participate in the Mater International Women’s Day Fun Run to raise awareness for Mater Chicks in Pink and funds for Breast Cancer research. However, the team did much more than just participate in the run and walk on the day, thanks to the efforts of the College’s Community Service Captain, Anna Ghiculescu, and Social Justice Prefect, Mikayla Hyland-Wood. Through their fantastic efforts, the students raised over $17,000 – the most funds raised by any school this year. “In the first week of February, Mikayla and I started promoting the fun run as much as we could around the school with the aim of getting a team of 100 people and raising $10,000,” Anna explained.

“We kept sending out emails to students and staff and consistently talked at assemblies. We really wanted to get as many people involved to raise money for an extremely important and meaningful cause.” Breast Cancer is still the most common cancer in women, with approximately 18,000 new cases each year. The students organised guest speakers, led assemblies and sold badges. “I am so proud and thankful of all the effort put in by the St Peters team because together we raised $17,000, which well and truly exceeded our goal,” Anna said. “This money will directly assist many women in their fight against breast cancer and we are truly happy we could contribute.”

these sorts of activities because it helps students to develop otherscenteredness,” Mr Kotzur said. “We want our young people to know that they are part of something much bigger than just themselves and to use their gifts, talents, and their character strengths to meet a need in our community, and in doing so, make a difference in the world.” Mikayla expressed her gratitude to the students, parents, and teachers. “We never dreamed that our plan would bring us to the top of the leader board and spark the importance of continual service in our community,” Mikayla said. “I hope this event will continue in the years to come so that St Peters can leave its mark as a school committed to helping others.”

Head of College, Tim Kotzur, praised the efforts of the St Peters team. “As a College that has Service as one of its Core Values, we value 51

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Roderick Brazier: Hind Sights and High Hopes for the Solomons “THE TEACHER WHO MADE THE

Old Scholar, Roderick Brazier (1986) BIGGEST IMPACT ON ME WAS is Australia’s High Commissioner MR FRIDEMANIS. HE REALLY GOT ME to the Solomon Islands and the son of the late and much-loved St Peters HOOKED ON MODERN HISTORY AND teacher, Bruce Brazier. On a recent THAT HAS STAYED WITH ME.” visit to Brisbane, Roderick took – Roderick Brazier, Australian High Commissioner to the Solomon Islands time out to talk to Plus Ultra about his favourite memories of St Peters; “The teacher who made the biggest the First XI in Year 12. He was also his Father’s legacy; and those noisy impact on me was Mr Fridemanis. on the First IV tennis team, and bunya nuts that dropped onto He was a real academic historian. played rugby (very badly). the roof of his classroom during He was deeply knowledgeable and the scorching drought years of “Captaining the First XI was a big passionate about history. He really the eighties. honour for me. I was fanatical about got me hooked on modern history cricket – in fact I still am,” says Rod. and that has stayed with me,” As Roderick Brazier makes his way Rod said. Like many Old Scholars, some of into the Board Room of Ross Roy Rod’s most memorable and defining House, he is immediately struck by As Rod recalled the teachers who moments at St Peters, he attributes the portraits of the College’s past made a big impression on him, the to Ironbark, which he attended as a Heads of College. conversation turned to his late Year 10 student for eight weeks. father, Bruce, who taught English He quickly singles out Dr Carson and coached cricket at St Peters from “Ironbark left such a huge impression Dron’s portrait, the Head of College 1992-2005. on me,” Roderick said. “I’ve still got during his senior years and it seemed the letters I wrote to my family and the memories of his school days “Strangely enough, our time at my diary.” flooded back. St Peters never overlapped. I left before he started teaching,” “I remember Dr Dron as a fairly stern “It was a seminal experience. Rod explained. presence,” Rod said with a wry smile. The length of the time spent up there meant we all wrestled with “You’d freeze on the spot when he “My father was a very warm and homesickness, but the experience walked past!” engaging person and he knew of rural life was life-changing. The how to communicate with kids at Completing his senior years from chores – chopping wood, feeding that age. He had been a singer and 1982-1986, Rod, whose older siblings, the horses, cleaning the pig sties, businessman before coming to Rebecca (1983) and Adrienne (1981) milking the cows – it was very rustic St Peters, but none of those gave also attended St Peters, has fond for middle class kids from the city, him the satisfaction he got from the memories of school and still keeps in and taught us a lot.” thirteen years he worked at St Peters,” touch with his class mates. Rod expressed with a deep humility, Rod also has fond memories of the respect and understanding of his “I made life-long friends at St Peters,” St Peters teaching staff. father’s legacy. Rod said. “Most of the teachers were very “He truly loved this school.” A keen sportsman, Rod excelled on warm and approachable and kind,” the cricket field and was captain of Rod said.

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Rod’s own career path has taken him to Canberra, Asia and Melanesia. After graduating Year 12, he studied politics and language at Griffith University and upon completing his degree, he embarked on an exchange trip to Indonesia. “I spent six months living with an Indonesian family in Sulawesi. I was completely immersed in the culture and learned Indonesian,” Rod said. When he returned to Brisbane, he began an Honours Degree in Indonesian politics at Griffith University, where he met his wife, Mita. They have two children. Rod worked in the Federal Government in Canberra for three years and spent the next thirteen years working in Asia. “I took a slightly unusual path. I was outside the government for a long

time, working in the private sector doing consulting work in Jakarta and Cambodia,” Rod said. After Rod pursued some study in Boston, the family returned to Canberra and Rod worked in the Prime Ministers’ Department. He later transferred into Foreign Affairs. In late 2015, he applied for the position of Australian High Commissioner to the Solomon Islands and was appointed to the post in 2016 for three years. “It’s a real honour,” Roderick said. “It was a bit of a plunge into the unknown but it has really been fascinating.” “It’s a very big post and we have a lot of visitors from Australian ministers and senior officials. Our development work is having such a big impact – it saves lives every day. I feel like the work we’re doing really counts.”

Pictured: Roderick and his wife, Mita, took time out recently to visit St Peters. Roderick has very fond memories of school, especially the time he spent at Ironbark.

“OUR DEVELOPMENT WORK IS HAVING SUCH A BIG IMPACT – IT SAVES LIVES EVERY DAY. I FEEL LIKE THE WORK WE’RE DOING REALLY COUNTS.” Rod added that his family connections to Melanesia – his father was born in Papua New Guinea – have always been important to him. “I have a life-long interest in that part of the world, so to see it up close and be immersed in the culture, is a wonderful life experience.”

Plus Ultra / Community News

Community News FACES, PLACES, SPACES

// Ariarne Qualifies for Commonwealth Games

// Vinesh Secures UQ Sponsorship

Congratulations to Ariarne Titmus, Year 12 student at St Peters Indooroopilly, on her performance at the 2018 Hancock Prospecting Australian Swimming Trials in February/March. Ariarne became the first woman in more than a decade to win the 200m, 400m and 800m freestyle treble, and secured her place on the Australian Swimming team at the 2018 Commonwealth Congratulations to Vinesh Nangia, Year 9 student at St Peters Indooroopilly, who secured sponsorship from the University of Queensland (UQ ) ahead of the FIRST Robotics Competition in Sydney from 15-18 March. UQ generously provided a $1,000 sponsorship for the combined St Peters and Grace Lutheran College team.

Games at the Gold Coast. Days after her qualifying performance, Ariarne joined her school peers to compete at the 2018 Queensland Girls Secondary Schools Sports Association (QGSSSA) Championships. “She understands how important swimming is in our community,” explained Shaun Nodwell, Director of Sport.

In February, UQ’s Steve Forster – Acting Director, Office of Prospective Students & Student Equity, and Trent Leggatt – Marketing Manager, Faculty of Engineering, Architecture and Information Technology, met Robotics students and checked out their robots in action.

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On Friday 2 March, St Peters Indooroopilly and St Peters Lutheran Church co-hosted celebrations for the World Day of Prayer.

// St Peters Celebrates World Day of Prayer

// Sean Attends NCSS Camp

Each year, the international annual ecumenical event promotes the needs of a different country. This year, the spotlight was on Suriname, a sovereign state on the north-eastern Atlantic coast of South America. In January, Sean Thomas, Year 11 student at St Peters Springfield, attended the National Computer Science School (NCSS) Camp. The ten-day summer school program, held at the School of IT at the University of Sydney, brings together talented young people from around Australia for an intensive computer programming and website development course. On Sunday 11 February, Arise Lutheran Church at St Peters Springfield celebrated its one-year anniversary.

// Arise Lutheran Church Turns One

In its first year, Arise Lutheran Church has provided a place for people in the St Peters and greater Springfield community to gather in fellowship. It hosts Worship, Community Celebrations, Playgroup, Youth Group and Home Group.

Guests from local churches joined St Peters staff and students in Years 7 and 8 at St Peters Chapel for the Day of Prayer Service. The event was an opportunity for our community to gather in fellowship and look beyond ourselves, and is a reminder that God’s church is not limited by geographical boundaries.

Sean shared his experience in a presentation to staff and peers at St Peters Springfield. Sean recounted: “I learned a lot, not just about what it’s like to work in the IT industry but also about myself ” To find out more about NCSS visit ncss.edu.au

For more information about Arise Lutheran Church contact Pastor Matt Wilksch, Chaplain at St Peters Springfield, in the first instance m.wilksch@stpeters.qld.edu.au

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Founders’ Day BY YOLA NDA ROBINSON, A LUMNI A ND A RCHIV E OFFICER

On Tuesday 20 February, the St Peters Indooroopilly community celebrated the 73rd Founders’ Day and the 50 th anniversary of the Chapel. Students from Prep to Year 12 joined staff, Old Scholars and special guests at the Chapel Forecourt for a special service. Bishop Paul Smith (1979) shared his memories of being a St Peters student in his address. After the service, Faith students modelled uniforms from years gone by in a fashion parade. Junior High Receptionist, Ms Alison Arnold (1980), emceed the parade, highlighting style elements unique to each uniform’s era. Old Scholars and special guests continued celebrations inside the Chapel. Mr Douglas Neale, Associate Lecturer from the School of Architecture at the University of Queensland, gave an interesting presentation about the life of Dr Karl Langer, architect of the Chapel and Langer Library. Mr Neale said that when Dr Langer was asked which of the buildings he designed was his favourite, he replied, ‘definitely the Chapel at St Peters.’ As a point of interest, Dr Langer was the architect who suggested the location for the Sydney Opera House at Bennelong Point, Sydney. The event concluded with a luncheon at the Parents and Friends Centre, over which guests shared anecdotes. Thank you to Old Scholars and special guests who attend Founders’ Day. It was a very early start, especially for our contingency from Toowoomba. A special thank you to SPOSA patron, Mr Bill Curnow, for his continued support over the years.

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Pictured: (left) Old Scholars at Founders’ Day 2018: Front row: Michael Mayer, Bradley Porter, Annette Wessling (Dumke), Marilyn Jonas (Dumke), Brigita Nimanis, Joyce Damm (Badke), Rosalyn Stallman, and Frieda Kleinschmidt (Mutze); Second row: Anna Staley (Peterson), Neville Stallman, Nicky Boynton Bricknell, Renata Rankin (Curnow), Margaret Curnow (Neumann), Elaine Grassick (Stallman), Janet Krause (Ham), Julie Hahn, Doreen Pocknee, and Shirley Borgelt (Guse); and Third Row: Nicky Hughes, Mark Bensley, Craig Chandler, Allen Badke, Ron Holtzheimer, Keith Radke, Judy Apps, Jan Hurwood (Leather), Robert Krause, Roger Tomes, Leona Brindley (Hansen), Max Kanowski, Fay McCalman (Heiner); Tim Kotzur (Head of College) Amanda Rablin, and Reini Mayer.

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Births, Deaths, Marriages

C DAVID CALDWELL (1955) 10 Jan 1937 – 22 Nov 2017 A born leader, David was the instigator of the establishment of a Trinity Lutheran College in Ashmore, the Gold Coast, and was involved in the establishment of St Andrews Catholic and Peace Lutheran Colleges in Cairns. In 1997, he was awarded the Lutheran Schools Service Award. David played in the 1st XI Cricket team from Junior to Senior, was Captain of the B Tennis team in Senior and played rugby. David was a Prefect and a member of The Review committee. In 1956, he began his medical degree at the University of Queensland, staying on at St Peters as a housemaster for two years while he studied. He went into general medical practice, serving at Maryborough Hospital and establishing a practice at Ashmore. David’s sister, Pam (1956), is also an Old Scholar.

contributor to The Review. He set off his academic career as Dux of College. Gerald stayed on as a boarding master while at university. He and his little brother, Clive (1957), were known as ‘Big Gibbo’ and ‘Little Gibbo’. Gerald graduated from university with a degree in Agricultural Science. Post university, he won a Tobacco Scholarship and worked in the tobacco-growing region of Mareeba.

David was a supervisor and member of the Queensland Institute of Clinical Pastoral Education (CPE) for many years, as well as a dedicated supporter of the wider CPE community in Australia, and of ANZACPE. David’s brother Don (1953) and sister Joan (Yappa 1956) also attended St Peters.

KAN KADOOKA (1975) 6 Jun 1955 – 17 Oct 2017

DAPHNE MURPHY (CARL 1950) 23 Mar 1932 – 14 Jan 2018

Kan, who was a fine sportsman, attended St Peters from 1971 until 1975.

Daphne attended St Peters for her Sub Junior year in 1947.

He was born in Japan in 1955 and moved to Australia in 1966. Kan worked as an engineering surveyor. He never married but he is remembered fondly by his brother, cousins and friends.

REV DAVID LARSEN (1954) 29 Jan 1937 – 24 Feb 2018

GERALD GIBSON (1953) 18 Dec 1935 – 30 Sep 2017

David was born in Kingaroy. He attended St Peters from Sub Junior to Senior. David was a member of the 1st XV Football team from Sub Junior to Senior and participated in House Athletics. He was made a Prefect.

Gerald came to St Peters in 1950 as a Sub Junior boarding student and completed his Senior year in 1953. A talented athlete, he was in the 1st XV Football team from Sub Junior to Senior, and participated in House and Interschool Athletics. Gerald was also a committee member and 58

as assistant pastor with Rev Schmidt at Nazareth in Woolloongabba, then at Eight Mile Plains, Nundah and at St Paul’s in Toowoomba.

In 1955, David enrolled at the Lutheran Seminary in Adelaide, graduating in 1959. He served firstly

After leaving school, she worked at various jobs until her marriage to Peter Murphy. After her three sons were at school, she returned to age care nursing in Brisbane.

S ROBERT SHARP (1950) 7 Mar 1933 – 10 Aug 2017 Robert was a student at St Peters from 1947 – 1948. He loved sport and in his Sub Junior year won the House Cross Country, taking one minute and one second off the record, thereby winning the Sportsmasters’ prize. He also won the Junior Cup, with first places in the 400 hundred yards, the High Jump, and the Hop, Step and Jump and second places in the rest. The following year, he was in the 1st Football team.

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Robert enjoyed working around the school grounds and spent many hours keeping the gardens tidy, thereby developing a lifelong enjoyment of gardening. After leaving St Peters, he went to work for Queensland Railways, and spent 44 years working in a clerical role, retiring in 1993 due to ill health. Robert returned to St Peters in 2006 for Founders’ Day, marvelling at the changes to the school.

LEONARD SCHMIDT (1950) – Founding Scholar 1 Mar 1932 – 22 Aug 2017 & ROY SCHMIDT (1957) – Founding Scholar 23 Mar 1931 – 12 Jun 2017 Brothers, Leonard and Roy were founding students of St Peters in 1945, coming as boarders from Crows Nest. Both were enrolled in Sub Scholarship (then Year 6). Leonard was a member of Blue House, which was renamed Cunningham the following year, while Roy was put into Gold House, renamed Leichhardt in 1946. In the founding year, there was no interschool sporting competition, but both boys played tennis and participated in the Inter-House Athletics competition. Roy, who had creative talent, had some poetry and a drawing printed in The Review (1946). He was also the subject of ‘The Mighty Atom’, an article extolling his prowess at the 440-yard race when he was so short. Roy completed Sub Scholarship then went home to work with their

father in his plumbing business. Leonard stayed on and completed the Scholarship year (Year 7).

NAOMI SCHRODER (CLARK 2002) 11 Jul 1985 – 15 Feb 2017 Naomi passed away on 15 February after 2 years of illness. She is survived by her parents Jan and Steve; siblings, Megan and Peter, who also attended St Peters; husband, Gareth Schroder, and son, Charlie. She was a committed Christian, who was loving, kind and creative, and was a talented architect.

SHRUTI SHETH (2011) 10 Mar 1994 – 12 Nov 2017 Shruti was a person who is hard to forget. She was a confident, highly-intelligent and assertive young lady, with unparalleled ambition and drive. Passionate and caring, she had an immense aptitude for anything which she set her mind to. This was evident in the award of several scholarships for her university studies. Her indelible mark is one of great significance to all in the 2011 cohort, who were all shocked to learn of her tragic death in the vehicle accident in India. Shruti will be remembered very dearly, and we thank God for her life and pray for her and those who grieve her loss. Full Eulogies will be printed in the next online bulletin

UNIONS

Congratulations to Fraser McIndoe (2011) and Anne Woolfield on their engagement. Fraser and Anne met at medical school and will be based at the Gold Coast. Mark and Anngela Rigby are happy to announce the engagement of their youngest son, Jackson (2013) to Mickayla Fisher. The pair met at a church youth group and will marry in July. Jackson is studying Primary HPE Education and Mickalya is preparing to undertake an Honours in Pyschology. Jackson continues to be involved in the life of the College, working in the Outside School Hours Care program and coaching Year 6 girls’ netball. Sinne Anson’s daughter, Michelle (2006) married her partner of five years, Len Elikhis, in a vineyard setting by the lake in Wanaka, New Zealand on December 30, 2017.

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2018 Reunion Program 21 – 23 September 2018

Program

Friday 21 September 4:00pm

Overnight guests arrive (Accommodation available in the girls’ dormitories on Friday and Saturday nights at a cost of $35))

Saturday 22 September 10.00am

Morning tea at Ross Roy ($10)

11.30am

Songs of Praise at the Chapel

12.30pm

Diamond and Golden Graduates Luncheon at Café 45 ($45)

3.00pm

Tour of the College

5.00pm

Canapés with the Head of College at the P&F Centre

6.00pm

Various reunion groups will meet off campus

Sunday 23 September 9.00am

Sunday Service at the Chapel

10.00am

Annual photo of Old Scholars at the Chapel

10.10am

Congregation morning tea at the Chapel forecourt

10.40am

Annual General Meeting at the P&F Centre (top level)

For information about other reunions and organisers visit sposa.stpeters.qld.edu.au