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St Andrew’s Anglican College
Quarterly Publication
Edition 1, Summer 2021
#DIAMONDSTRONG
Key Dates Term 2, 2021
19 Apr 20 Apr 23 Apr 26 Apr
First Day Term 2 Years 4 to 12 ANZAC Day ANZAC Day Public
Cross Country Service Holiday
29 Apr 29 Apr 3 May 5 May
QLD Water Polo Secondary Play Labour Day Holiday College Photo Day
Championships 29 April to 1 May
7 May 11 May 21 May 24 May
Mother’s Day High Tea NAPLAN until 14 May Primary Music Camp Business Breakfast
31 May 2 Jun 7 Jun 8 Jun
Conversations with Arts Gala and Primary House Prep to Year 3
the Principal Photography competition Athletics Athletics
10 Jun 11 Jun 17 Jun 18 Jun
Sunset Sips Nambour Show Year 3 Play Last Day Term 2
Holiday Performance
40 Peregian Springs Drive
2 Peregian, QLD 4573
07) 5471 5555
Editorial enquiries to: marketing@saac.qld.edu.au
Page 2
Contents
College
& Staff
News
Page 4
Primary Secondary
Page 14 Page 20
Co-curricular
Page 26
Building Alumni
updates Page 38
Page 35
Page 3
FROM
Our Principal
Welcome to the first edition of Spirit
For this reason, the College has continued to focus on the
It is an exciting development in the life of our College. We hope extra-ordinary range of opportunities we provide our students
that as you flip through the pages, you will get a glimpse of both within and outside the classroom and across a wide range
what has been happening over the past couple of months in the of areas of interest. While COVID has put a bit of a dampener
life of the College. For those who haven’t been in contact for a on our Global and Service program, we have endeavoured to
while you will see the growth and development of St Andrew’s. ensure we continue as best we can with Service learning in the
local community. Our simple philosophy is that through these
At the core of our strategic objectives is the desire to opportunities our students learn about themselves, where
build Personal Capacity into our students and staff. they push and challenge themselves and learn some of the
We see Personal Capacity as an overarching term that underlying principles of Personal Capacity.
describes the development of a range of personal and
social capabilities that stem from the experiences and Each of our four other strategic objectives underpin this
opportunities available both inside and outside of the College. focus: Knowledge and Learning, Faith and Service, Community
When combined with student empowerment and ownership Connectedness and Envisioning our Future. As you read
of learning (learner agency), it forms a potent combination through the pages, you will see examples of how St Andrew’s
that will assist students to achieve their full potential and be continues to offer great opportunities for our students. This is
successful in their chosen pathways after school. possible because we continue to attract and employ staff who
share the vision, who are on board with us as we seek to live
As we know, personal and social capability (personal capacity) out our values each and every day.
assists students and indeed our staff to become successful
learners, helping to improve academic learning, enhancing If you haven’t been on campus for a while, we’d love to show
motivation to reach full potential. As a College we realised that you around again.
it is imperative to grow personal capacity in order to develop
independent, lifelong learners who will be equipped to handle
a world of rapid change. Key to the success will be our staff Best wishes,
who will bring about its structured and gradual implementation Chris Ivey
and provide input and support as needed.
Page 4
OUR
STRATEGIC
Objectives
Knowledge and Faith and
Learning Service
Community
Connectedness
Envisioning our Personal
Future Capacity
Page 5
NEW
Staff highlights
KAREN SKEPPER MEISHA NAPOLES
College Psychologist (Secondary) Head of Languages Faculty
Where have I come from/previous work experience? Where have I come from/previous work experience?
I am originally from Melbourne where I grew up in the Eastern I started my teaching career teaching English in Japan. I lived
suburbs and later lived on the surf coast in Torquay. After there for three years also studying hard to learn Japanese when
having a varied working career in dentistry, banking, finance I was not teaching English. In 2003, I moved to country Victoria
and education, I then went back to University as a mature-aged and taught Italian at Wangaratta State High School. I had learnt
student to study Psychology. For the past four years I have Italian as an exchange student living in Italy when I was 16. In
been living and working in International IB Schools in Shanghai 2005, I moved to the Gold Coast and taught Japanese and Legal
(China) and Kuala Lumpur (Malaysia) where I was the School Studies in the senior school at All Saints Anglican College. I was
Psychologist and Head of the Counselling Department. there for seven years before I took long service leave and went
to live in Puerto Rico. In Puerto Rico, I finished a Master of Arts
Why the move to St Andrew’s? (Linguistics) and subsequently taught both English and Italian at
When I returned from working overseas it was during the The University of Turabo while polishing my Spanish language
middle of Covid-19. I can still remember landing on home soil skills. Upon my return to Australian, I returned to teaching
and the feeling was one of enormous relief to be home safe, Italian and Japanese for six months and in I established a
with family and friends. It was like Australia wrapped her arms Spanish language program at Merrimac State High School
around us. It was very emotional. I had been following which is now in its eighth year.
St Andrew’s for some time, particularly their Positive Education
and Restorative Practices story. When the opportunity came Why the move to St Andrew’s?
to join the team, I applied and was fortunate to be chosen to I was thrilled to accept the appointment as Head of Languages
continue the journey. at St Andrew’s as I craved the community spirit that I had
been a part of while at All Saints Anglican School and knew
What have you enjoyed most about working here? that St Andrew’s also enjoyed a positive and supportive school
My interactions with the students would be a stand out. Every community. I am a passionate advocate for language teaching
day presents challenges, and they show enormous courage, and learning and was delighted to be able to bring my ideas
resilience, and spirit to overcome adversity. They are always and experience to a college that is open-minded and flexible in
curious to explore different ways of coping and willing to its thinking and planning.
give things a go! And the staff, what an awesome bunch of
colleagues. From the moment I walked in I felt like this was What have you enjoyed most about working here?
home. They are a dedicated team who perform their roles with One of the most enjoyable things that I have experienced at the
compassion, tremendous energy, and a great sense of humour. College so far is the approachability and friendliness of all staff.
Everyone has been so welcoming and accommodating, helping
What do you like best about working in your field? me to adjust.
As I have mentioned, I have had an eclectic career. It wasn’t
until later in life that I felt like I had found my place. One of What do you like best about working in your field?
the reasons I went into the psychology field was to make I love the variability of my role at St Andrew’s. Every day
a difference. I hope that somewhere along the way I have presents new challenges and possibilities that demand my
positively impacted the lives of those I have worked with. creativity.
Page 6
DOCTOR
to Classroom
A medical doctor and clinical researcher who
treated children with polio in rural India and Nigeria,
Dr Ashwhita Venkatesh joined the
St Andrew’s Secondary teaching team this year
with a passion for encouraging more teenagers
– particularly women – into maths and science
professions.
Dr Venkatesh, who has a Bachelor of Medicine and Bachelor
of Surgery from Sri Ramachandra University in Chennai,
majored in biology for her University of the Sunshine Coast
(USC) Master of Teaching (Secondary) before moving to St
Andrew’s in Term 1 to teach secondary maths and science.
She formalised her teaching qualifications while facilitating
learning sessions for medical students at Sunshine Coast
University Hospital from 2019 to 2020.
“I had wanted a career change to teaching and the USC
degree gave me the opportunity to apply my previous
knowledge and skills. It was during my placements from
university that I found my passion for teaching high school
students,” said Dr Venkatesh.
“I found it rewarding to be inspiring a new generation of
medical and non-medical professionals, and particularly
being able to influence more girls to take up these careers.
“I love the relationships and connections made with the kids
and when they express how much of a difference being in
my classroom has made to them. I love my role as a mentor
and role model.”
Dr Venkatesh’s former career involved outreach work and
joining medical camps overseas.
In rural India, she was part of a team of doctors who
performed musculoskeletal surgeries on children affected
by polio to give them more mobility.
In Auchi, Nigeria, she joined a Rotary International medical
relief camp that provided community care alongside
ophthalmologists, surgeons and gynaecologists. Their data
collection identified a need for improved ophthalmic care
and was presented to authorities.
Page 7
We strive to ensure all students are given opportunities
to grow, learn and achieve their personal best.
To achieve this, we make it a focus to provide
Personalised Learning opportunities for our students in
all aspects of College life each and every day. Across
the College, Personalised Learning looks different in
many different areas. Hear from some of our staff what
Personalised Learning looks like for them.
Ben Hedstrom
Head of Visual Art
In the Art Department we started thinking some time ago
about what do artists in the real world need to do and what
skills they need to have? Then from that, what we need to be
teaching our students at each level and how to develop those
skills. What we came up with was a little bit like a gradual
release model. First we start with a really teacher-centred
project where I will give students the stimulus, media and the
skills I want them to learn, and I show them what to do. An
example of this is a photography project where students were different because of personalised learning, but each student’s
looking at geometry, shapes, repetition formal relationships in learning, interests and their personal exploration of their own
architecture and the hidden details of the world around them. techniques are evident. When you get students excited and
Across multiple students in the same teacher-directed project, passionate about their learning journey you often find the
you can see the similarities in the end product- the subject greatest learnings happen.
and the approach to taking the photos is the same. That’s in
a project where I have shown them and guided them through
every little step and really scaffolded them. Sue Patterson
Head of Co-curricular Music
Then we move to a more student-centred approach where In the co-curricular music space, individualised learning stems
they learn more of a real world approach and devise their from providing opportunity for students to choose where they
own project and learning journey. Students come up with the would like to go. We have more than 200 students enrolled in
stimulus on their own, have to research artists, ideas, concepts, individual learning as instrumentalists or vocalists and we try to
influences and experiment with a range of techniques, guide them to the best place we think they might like to go. For
materials and processes. Rather than me saying ‘today we’re students that come into a studio and have a one-on-one lesson
going to do this’, I consult with them and say ‘where are it’s about engagement with that teacher, who will guide them
you up to, what are you experimenting with, what have you as a musician. We also provide breadth of opportunity with
researched?’ In the end, the same project gives very different group work; ensembles, bands, orchestras and choirs. In those
outcomes. For example in a Year 8 project, one student took large groups there are students who are soloists, who want
a digital approach to art making through digital illustration. to be the leader out the front, but there are others who are
They researched artist influences and concepts, and developed there to be part of a group and to feel that sense of community
techniques along the way via experimentation. The same and making music with others. So in our role in co-curricular
project, different result. A student doing a photography project music, we are there to provide a wide range of things to enable
who had an interest in astronomy wanted to take photos of students to be able to choose what is ‘their thing’. Are they
stars at night, but obviously we can’t do that during school, the soloists? Are they someone that just wants to come and sit
so flexibility was afforded so they could go out at night and next to somebody? Are they the star that wants to be the lead
take photos. When at school they did a lot of experimental on stage? Our job is to guide these students to the right people
work in a dark space with lights and long exposures, so they and places that might take them on the journey they’re after.
were developing relevant skills. These projects were very From the preppies who come and try Piccolos, to our amazingly
Page 8
sites and most recently I’ve started creating my own problems.
This is part of a project I’m working on with Independent
Schools Queensland, to increase engagement using problem
solving, thus achieve higher scores in standardised testing.
Emma White
Secondary English Teacher
I had a bit of a tricky Year 8 English class one year, a lot of
diversity in the stages of learning, mixed with all the personal
and social challenges that come with teenagers at that age.
So when I sat down and started planning Term 2, I centred
it around personalising the teaching and learning to make
sure that every student was engaged but also challenged. So I
created some differentiated resources, took it to the classroom
and it wasn’t as successful as I hoped. I found some kids
didn’t want the differentiated resources, they didn’t want to
be seen with the green pack when others had the blue pack.
They’d rather just fit in and do the same as everyone else. So
I changed my strategy a little bit and went down the route of
providing opportunity, choice and flexibility in the classroom.
For me that was daunting because it was almost easier to have
control and say ‘we’re all doing this worksheet’ or ‘we’re all
working independently or in pairs’. But to actually give them
a little bit of choice proved to be rewarding for everyone.
Two ways I did this was to provide differentiated learning
environments, so saying ‘if you want to work independently,
you work up the back; if you want to work in groups/
collaboratively, you work in the middle; and if you are after a
mini-lesson with me, come down the front’. The second way
was through giving students the opportunity to present their
work in different ways, which they found to be really rewarding.
Letitia Thomas
advanced musicians in the Jazz Orchestra there is such a
variety, but we aim to build those really tight connections so
Year 1 Teacher
I have never been a person who is particularly skilled in the
that students feel supported and know that there’s always
area of IT, but have found as a teaching and learning tool,
someone they can go to who can help them on their way.
Seesaw has been amazing for student differentiation and high
levels of engagement. I have found that students have begun
Roger Fraser to work in different ways and that has challenged me to teach
Primary Specialist Mathematics Teacher in different ways. Because the children are very engaged in
I’ve been a Primary maths specialist teacher for a lot of learning like that, for my own personalised learning I started to
years, which has been amazing for me as a person and my upskill myself because I could see the value in it. It has honestly
growth as an educator. While teaching maths, and teaching changed the way teaching happens in my classroom. In terms
multiple groups and multiple groups of abilities, I came to of personalisation, students can be working on different things
realise that problem solving is an area of maths that engages at different times and you can still have that guidance of where
and increases engagement and the participation of students, they’re going and at all different levels.
especially boys, which I found really interesting. As a result, I
started on a journey of quality maths teaching and looking at Lisa George
how to engage everybody and get that same enthusiasm. The Director of Human Resources
needs of a mathematician at school have changed, and the Personalised Learning for me comes from a different
challenge is to change the way we teach maths, to reinvent it perspective, to an area I’m passionate about, which is
for the 21st century. In our day there was a lot of regulating supporting not only our Teaching staff, but our Support and
and a lot of rules. These days it is more important that we Operational staff in their development and personal learning
teach transferable understanding and encourage flexible journey. This year we are developing that into something more
thinking in our students. Each time I’ve investigated these tangible and really thinking about each person’s personal
ideas, the problem solving seems to be at the core of what and professional journey and what that looks like no matter
comes through. The question that emerges for me is ‘what where you work across the College. Then aligning that with the
does effective problem solving look like?’ This has been the College’s strategic intent and plans. The opportunity for all our
focus because when the children are engaged and enthusiastic staff to have opportunity to grow and learn is really important,
they enjoy what they are doing. As a result I’ve started to put whether it is in what they are currently doing or an area of
together problem solving banks, scouring the web for suitable interest or passion or something they want to work towards.
Page 9
MEET OUR
2021 Captains Robbie Buxton and Alice Ayton
What inspired you to nominate for Captain? and you can see they are proud be a part of St Andrew’s.
R: Ever since I became a part of the St Andrew’s community in A: St Andrew’s always has an overwhelming sense of
Prep, I was impressed by both students and staff. They were community right throughout the school. Students have so
consistently upholding the values of the college, Vision and many friends outside their own year level through co-curricular
Spirit, not only to each other, but also to the wider community. activities and teachers are always going above and beyond to
The school captains before me have consistently demonstrated create a relationship with their students. Feeling welcomed and
passionate leadership which inspired the students of the comfortable is something I love about St Andrew’s.
college, and I knew I wanted to do the same.
A: I wanted to give back to the school by inspiring other What do you hope to achieve?
students to grasp every opportunity around them. The school R: Because we are the second Year 12 cohort to experience
has been a big part of shaping who I am today and has given the trials and tribulations of COVID-19, I believe that on a
me many experiences for which I am so incredibly grateful. leadership level we can set the example and work towards
creating an environment that embraces our new normal. I hope
What do you think being a leader means? to help guide the students towards being comfortable in an
R: Being a leader is about putting others before yourself and uncertain future environment and continue to build a legacy
helping them become the best they can be. It is listening to of positive connections between both staff and students. It is
others opinions and speaking on behalf of those who can’t, important that Alice and I influence the college in a positive,
treating people equally and supporting and encouraging people encouraging way and I hope to be remembered as a captain
through both success and hardships. It is also about accepting that wanted the best for everyone.
that all humans are flawed, and to ensure that these flaws can A: Our leadership team hopes to implement programs that
be utilized into strengths and growth opportunities. deliver benefits this year and beyond. For example, we have
A: I think leadership involves canvasing a broad range of ideas initiatives underway for linking the Year 12 cohort with the
to achieve an optimal outcome. I hope people feel that they primary school that will not only help this year but can become
can look to me for guidance and support, contribute equally an ongoing part of the school’s community endeavours. I hope
and be themselves, so we all feel we are leading together. that I am able to grow as a leader and inspire others around me
to make the most of the amazing opportunities at St Andrew’s.
What do you love about St Andrew’s?
R: The entire college community is amazing. There is a unique If you were Prime Minister what would you change?
bond amongst the students. We feel ‘Diamond Strong’ and R: I would seek to move Australian culture further towards
we all look out for each other, encourage and support each reconciliation. Traditional land ownership rights should be
other to be the very best we can. The staff are fantastic, so something we acknowledge and recognize more willingly.
encouraging, they really go above and beyond. Whether it’s A: Perhaps, given my sense of community I would invest
the Principal or a new teacher, or the administrative staff, the more resources for our older generations, especially care and
cleaners and groundsman, everyone does their absolute best, support mechanisms to provide the best quality of life.
Page 10BRAVING
the Shave
Brave Year 8 students Annabelle and Sammy
shaved their luscious locks for a cure, raising over
$2,000 each for the Leukaemia Foundation, as
part of the College’s World’s Greatest Shave.
This year the College has 15 staff and students participating in Annabelle – Year 8
the World’s Greatest Shave team, with a team goal of $25,000. I believe that it is beneficial for young people to get behind
Annabelle and Sammy took the plunge this Term shaving their initiatives like Shave for a Cure because it is important to get
long locks in March, with more head shaving to happen at the out of your comfort zone and inspire others. Every young
College on Tuesday 4 May. person should have a time in their life (before they are adults)
where they can remember a significant achievement that
Sammy – Year 8 makes them proud like shaving their hair to help support and
I think it’s important for young people to understand the recognise the importance of blood cancer.
struggles that many people around the world have to go
through every day. While leukemia treatments are getting Giving up my hair was very significant because being a girl, you
better, there is still a lot that has to be done to support people, like to style your hair and to shave it all off sounds a bit scary
and raising awareness helps. Simply colouring or cutting your at first. The one thing that kept me persisting throughout the
hair or shaving your head can make a big difference to people lead-up was the thought that I was doing it in recognition for
who need awareness raised for them, and of course the blood cancer and the thought that someone might be able to
money raised can play a big part, too! use my hair for a wig made me happy.
Every day teenagers and young people in general use their I am recognising the cause and supporting people with
hair to express themselves. It might be through colour or a leukaemia by doing the World’s Greatest Shave which is one
stylish cut. Regardless, your hair is important to you. For you of the reasons I love the program. Also, understanding the
to shave it off, even though it means so much to you, is a very challenges they go through and feeling that we are being
brave thing to do. brave together by shaving my head as they go through the
battle.
Shaving off your hair shows people who have leukaemia that
they are not alone. I also think it could help make them feel A message of support I would give to people living with
more ‘normal’. I also think it shows them that people care and leukaemia would be to be brave, stay positive, persist and
people (and just society in general) love them, especially when keep going because there are children like my friend Sammy
times are very tough. and me that want to help you in any way possible. The money
we raised goes towards giving people with leukaemia the best
My message for people with leukaemia is to keep fighting. You environment possible to keep fighting.
are strong enough! Fight so you can see a new day. Sending all
my love. Donate at https://bit.ly/3sAJaZX
Page 11BUILDING
Traditions
Since at least the 18th century in the American colonies,
school bells have guided students throughout their days.
As a young but rapidly growing school, traditions have
become a valued and important part of our community,
helping us to come together as a College and celebrate
the past, present and future.
While we don’t use the old bell that hangs outside the
Learning Hub in the daily traditional sense, we have
begun our own traditions.
This year, 131 students rung the school bell on their first
day of Year 7, symbolising the start of their secondary
schooling journey.
Upon graduation, these students will ring the bell once
again as Year 12 graduates as they pass underneath a
guard of honour created by fellow students, and ring the
bell for the last time.
The bell was donated to the College as a gift from the
Class of 2018, with the Year 7 class of 2019 the inaugural
students to ring the bell, beginning the tradition we hope
will become an anticipated hallmark at the College for
each student.
Page 12OUR NEW
Sensory Garden
From a little The idea for the sensory space, which focuses on for students to connect with nature and become
conversation, providing a safe sanctuary for students and enable more aware of their surrounding and tapping into
a hands-on approach when it comes to sustainable the principles of mindfulness. It also provides a
big things have
land care and food production education, grew separate place for children to let their imaginations
grown with from a conversation between Year 6 teacher run wild or sit and relax.
the opening Mr Simmonds and a group of students two
of our new years ago. As the trees grow we will have a shaded outdoor
sensory garden learning space, and we also have our vegetable
this term, A conversation, a successful grant application, plots and students are now excited about the next
thanks to a planning with our fantastic facilities team, a lot of stage of the project. This opening was stage one of
grant provided digging and hard work and here we are. a larger project which has been planned to include
by Federal an outdoor amphitheatre, a large covered area to
Member for After completion at the end of 2020 by the be used as an outdoor reading space and a potting
Facilities team, who designed and built the garden, table with dedicated space for seed cultivation.
Fairfax Ted
it was officially open by our Principal, Mr Chris Ivey
O’Brien. with member for Fairfax Ted O’Brien on Wednesday Irrigated raised garden beds, trellising, indigenous
10 February 2021. edible food, medicinal plantings, cottage garden
plantings, compost bins, a worm farm and bench
The garden will not only provide a calm, natural seating with a clear focus on sustainable land care
space for students to learn but it also centres and food production also feature in a separate
around a flowing water feature, appealing to touch section which will eventually all join together.
and sound. A range of textures, colours, smells,
different types of edible plants was thoughtfully The College has plans to continue growing the
planned out to connect with smell, taste and sight. garden to be included in a range of co-curricular
activities benefiting sustainability and food
Sight, smell, sound, touch and taste were the basis technology classes, entrepreneurship classes and
of the garden’s design, aimed at providing a place co-curricular groups.
Page 13PRIMARY News
TO MARKET, TO MARKET RECYCLING
Putting their entrepreneurial skills to the test, our Year 4 Year 4 students learnt the importance of recycling
students held their market day this term. in their engaging Waste 2 Resource presentation,
encouraging them to become better eco warriors at
Each group were tasked with creating their own business, school, home and in the community.
setting up a stall and selling their product as they
used their knowledge of money and developed their The students met with Sandie from Sunshine Coast
teamwork and creative thinking skills. Council to learn the rules of recycling, examples of what
materials can/can’t go in each bin and the recycling
With a variety of stalls on offer including handmade process. Participating in group activities, the students
items, plants, pie and sponge throwing, monkey bar were given practical examples of how they can recycle
competitions, obstacle courses, games and lucky dips, and save valuable recyclable resources.
there was a plenty for our other primary students
to enjoy.
VOICES ON THE COAST UNDER THE SKY
The annual Voices on the Coast festival turned virtual this The Year 3 students discovered our Solar System under
year, with our primary students watching presentations Starlab’s inflatable dome earlier this term.
from popular authors and illustrators on the big screen this
term. This Planetarium simulates the night/daylight sky and our
solar system, allowing students to learn about space in
Sessions from Dr Sarah Pye, Dr Wong Siew Te, George an engaging and interactive way.
Ivanoff, Chris Collin and Nova Weetman inspired our primary
students with the world of reading, writing, drawing and
performing.
Page 14SHAPING
the future
INNOVATIVE thinking,
problem solving and
entrepreneurship are
built and fostered from
the early years at
St Andrew’s Anglican
College, with the
introduction of specific
subjects and learning
styles.
Starting from Year 4, students are introduced to a specific To build their prototypes, students used EV3 Lego robots, with
style of thinking developed specifically by St Andrew’s called a variety of different sensors and motors. Every prototype is
Design Thinking. This introduces students to way of thinking required to have an input/output process, meaning that there
that extends beyond the traditional realms of teaching, and needs to be some type of input eg touch sensor, that then
develops critical and creating thinking connected to notions triggers an output, eg a motor moving to open a door. They
of the future workforce, entrepreneurship and how students then have an open ended choice of materials to build their
transition from education settings into life beyond school. prototypes. Many students utilised the 3D printer, while others
used material, boxes, balsa wood, hot glue, Lego, the list goes
With a belief that innovation and entrepreneurship are key on.
skills young people will need to succeed in the future, a
process of ‘empathise, define, ideate, prototype, test’ is taught Drawing inspiration from their passion for surfing, Year 6
and implemented across all areas of the College. students Daniel, Sam, James and Pierce developed a hand-held
device that saves surfers time and energy when waxing their
From Year 5, Creative Enterprise is introduced as a subject, board.
which aims to cultivate a culture of innovation and
entrepreneurship by completing projects underpinned Their prototype, using the EV3 lego robot, works on a colour
by Design Centred Learning that draws on the strands of sensor they have programmed and a motor that spins.
entrepreneurship and the technologies. This course instils
enterprise skills, such as creative thinking, critical thinking, After attaching wax to prongs, the colour sensor detects areas
problem solving and teamwork, while encouraging risk-taking of the board that doesn’t have wax, and uses a circle motion to
and learning from failure. apply the wax.
This term, Year 6 students have worked in small groups to “The hardest part was figuring out the coding for the colour
design, build, program and market an innovative working sensors,” Sam said.
robotic prototype that solves a defined problem in the Creative
Enterprise classes. “I’m so happy it works.”
Using the Design Centred Learning framework students have Other projects students have developed include a backpack
worked through the stages of empathise, define, ideate, with a 3D printed fan that provides a cool breeze on the back
prototype and will then test their ideas and get feedback from on the neck for people in the desert, a beach bag that empties
others. They then develop their own video advertisement to the sand through a trap door, a fan that works on a touch
market their product. sensor that cools gaming consoles and an automated mist
sanitiser for use clothing shops to stop the spread of germs on
The best of these projects will then compete in the clothing that has been tried on.
national RoboRave competition at the end of May, in the
entrepreneurial section.
Page 15YEAR 3
Camp
Our brave Year 3s experienced their first
overnight Outdoor Education camp this term, a
milestone event in their schooling.
Students spent one night at QCCC Mapleton,
enjoying a range of fun and challenging
activities to build confidence and resilience in a
safe environment for our youngest campers.
The aims of the camp are to encourage the
personal, emotional and social growth of
each child through participation in team
and personal challenges in an outdoor
environment.
Next year they will build on this adventure with
a two night trip to Kin Kin.
Page 16BUDDING
Author
AVID young reader, 10-year-old Kashyap has
written and published his first book.
The Year 5 student said the idea for his novel ‘just came to be
to his mind’ however, his love for adventure books and his
coastal surrounding helped to give him inspiration for ideas.
An adventure packed, fun and exciting read, his book, The
Explorer’s Diary follows the adventures of four children,
who embark on a journey to Happy Island after stumbling
upon a map. The characters, Harold, Lisa, Cheese and Jam
work together as they face all sorts of encounters on their
way to the island.
Kashyap drew inspiration for the book’s setting from his
coastal Sunshine Coast home on top of a hill and a few
other favourite destinations. He is also an enthusiastic
reader with a love for adventure books, namely the Percy
Jackson novel series by Rick Riordan, which he says also
inspires him and helps to feed his ideas.
“Their treehouse is on the big hill so that’s where I got the
idea from… so the treehouse is like my house,” he said.
“The beach is meant to be where they set sail to Happy full of adventure with more dragons, magic and a medieval
Island and the island is meant to be Fraser Island.” style.
The writings of the young author come to life with Speaking with maturity beyond his years, Kashyap hopes to
illustrations from 12-year-old Indy Stapleton, which continue writing as a passion but has hopes of pursuing a
complement the diary-type layout and style of the book. career in medicine.
“It’s meant to be the explorer’s ‘diary’ so I wanted it to look “I think I want to be a doctor because my dad’s a doctor,”
like someone had hand drawn or sketched them,” Kashyap he said.
said.
In the meantime, passionate book-lover Kashyap is
Spoiler alert- ever the adventurer, with a great sense thoroughly enjoying his reading and is busy thinking of new
of humour, Kashyap reveals that the story ends on a ideas for future books.
cliffhanger- a literal cliff. Despite this, he has no plans for
a sequel, however he has started working on a separate Kashyap’s book is available at Annie’s Books On Peregian,
second book, slightly different to the first, but guaranteed Peregian Beach; Sandy Pages, Noosa Junction and Harry
Page 17BUILDING
Year 6
Character
As the leaders of the Primary school this year,
By engaging in meaningful, responsible and
character building challenges, students build their
leadership capacities that promote responsibility
and a growth in character awareness.
students
Year 6 students explored the skills they will be
learn to required to develop and put into action this year in The cohort was challenged to set the right example
lead with the Character Builders workshop. to the whole school community through a number
Character of intentional leadership experiences. By the end
Builders The students spent a morning thinking, laughing, of primary leadership program this year, students
workshop. collaborating and learning together through a will have developed a strong sense of self worth,
variety of activities, all designed to develop their capability, resilience and readiness to step up to
teamwork, communication and problem-solving new challenges as they move forward in their
skills. education and lives.
Working in pairs and both small and larger groups, Further sessions will be held throughout the year,
students were encouraged to think about the to solidify the lessons learned.
importance of knowing their value set and utilising
their character strengths.
Page 18Page 19
SECONDARY News
HERON ISLAND TRIP EAT STREET
Year 12 Marine Science and Year 12 Biology students Plenty of delicious food was on offer at the Year 10 Eat
collected field data at Heron Island on The Great Barrier Street Event, as our hospitality students ran a food stall
Reef during this term. for their peers.
The data collected contributes to their QCAA Student Students prepared taco boats, acai cups, cupcakes,
Experiments and ATAR and also highlights the rich pancakes and more, highlighting some of the skills they
diversity of the reef and how it is adversely affected by have developed throughout the term.
climate change.
The trips broader aim is to build students connection and
understanding of the inhabitants of the reef to inspire
their stewardship of our ocean planet.
CHALLENGE ACCEPTED UNIVERSITY ROADSHOW
Year 10 Engineering students competed in the Sunshine As our Year 12s begin to prepare for life beyond the
Coast Science and Engineering Challenge held at the College gates, an expo style showcase featuring key
University of the Sunshine Coast. The competition universities and educational institutions was held to give
encourages students considering a future career in this area our future graduates an insight into some options and
by having small teams solve a variety of problems. These ideas they may be considering for next year.
problems involve designing and building prototypes for a
hover craft or the tallest skyscraper, with some students From talking about the pros and cons of living at home
creating prosthetic hands and code encryption algorithms. while at university, to living costs, scholarships, courses
on offer and the logistics of how to juggle the first year
Notable mentions should go to the girls who smashed the post-school, our Year 12s have the world at their feet to
competition in the power station challenge and our bridge explore and make their own.
builders that just missed winning the strongest bridge
competition.
Page 20SECONDARY News
INNOVATION CHALLENGE MASTERCLASS
Our Year 9 Entrepreneurship students participated in Students in Year 7 to 12 enjoyed a hands-on masterclass
a workshop hosted by GenIn, an innovation challenge with Conservation Photojournalist, Paul Hilton,
which nurtures students through a series of activities introducing DSLR camera equipment and manual
that will not only help create an idea but also build photography techniques.
entrepreneurial skills.
He encouraged the students to remain mindful of their
The globally focused workshop provided students with a obligation to care for the environment and to respect
hands-on experience to solve real-world problems. and nurture animals of all kinds.
Paul spoke about his career spanning 30 years, discussing
how photography has enabled him to travel the world
documenting environmental issues and the conservation
of wildlife.
SOOTHSAYERS 2021 CLOWNING AROUND
Impassioned Year 12 students wowed audiences this It was all fun and games in The Studio when our Year 9
term, with fervent and heartfelt messages at the annual Drama students performed their clowning assessment
Soothsayers Public Speaking Competition. pieces in March.
Topics presented on included ‘there are insufficient blood Performances filled with slapstick comedy, mime and
donors in Australia’, ‘male mental health’, ‘body dysmorphia general clowning around, had our Prep audience in
in dancers’ and the ‘importance of citizenship education’. stitches, and provided our Year 9s with the opportunity
to act in front of a lively and enthusiastic audience.
Congratulations to Isabella and Finn, who join our coveted
list of winners dating back to 2014.
Page 21YEAR 7
Camp
The transition to Year 7 and into Secondary School is a period of
great change in the lives of students. For many, their experience in
the transition from primary to secondary education will influence
their future academic and personal success. Year 7 Camp is a vital
opportunity for students to build resilience, collaborate and take
managed risks in a safe and supportive environment, building growth
in personal capacity.
The Year 7 cohort was split into two groups, one travelling in the first
week and the second in the following week, to the spectacular granite
outcrops of Girraween National Park.
Students enjoyed exploring the many caves, tunnels, unique rock
formations and spectacular views. Throughout the week there was
also a major focus on embracing a growth mindset to overcome
personal challenges and working and living in cooperative groups.
Page 22DISCOVERING
Moreton Island
I can hazard a safe guess what you were doing at around 4.40am on a rainy, bleak February
morning. But for the 40 fearless students who comprise the St Andrew’s Senior Geography
Class of 2021 they were in the middle of hurriedly jumping on the Trailblazers Tour Bus eager
to get out of the rain and hopeful of grabbing a few more hours sleep before we reached the
Moreton Island ferry in Brisbane.
Our Senior Geographers were undertaking a two day adventure to what our RNPWS Ranger
called ‘the most natural island in Australia’- the under-rated Moreton Island.
The aims of the trip were twofold: to identify the erosion problems caused by the Island’s
increasing popularity and formulate a plan to mitigate them; and to see and experience as
much of this largely pristine environment as we could in the process.
We gave each aim a serious crack and traversed much of the Central and Northern parts of an
Island which deserves but fortunately does not receive as much public attention as it should.
Nevertheless even on a typical Monday in February the popularity of the sunken wrecks, the
perfect waves at Honeymoon Bay, the allure and clarity of Blue Lagoon, the towering heritage-
listed lighthouse and the rustic ‘townships’ of Cowen Cowen and Bulmer (where we were
based) were well patronised and enthusiastically embraced by our group. Many of whom,
despite having travelled widely, were on their inaugural expedition to Moreton.
The highlight for most was snorkelling around the wrecks in perfect blue water and the myriad
marine life. We were very fortunate that the weather ended up being warm but welcoming, This is the first time I
although the wind did prevent us from our much-anticipated night kayaking adventure. had been to Moreton.
…..The Ranger was
Thanks to tour gurus Mr D and Ms Child, the sites were seen, the data gathered and more than right, it is one of the
just a few more admirers added to the Moreton Island fan club. most natural places in
Australia and needs to
be looked after.
Ron Bartholomew
Head of Humanities
Page 23GIRLS CAN
Code
An AI cadetship program at the Peregian Digital Hub has turned into much more
for Year 11 student Angelique Neale, who has been inspired to now mentor and
teach other young girls in the tech industry.
In Term 3 2020, Angelique was nominated as a top- An added and unexpected bonus for Angelique was
performing mathematics student, to join the AI cadetship developing the confidence to teach others how to code,
program at the Peregian Digital Hub. which came to fruition this term. Alongside two other
students, Angelique ran an introduction to programming and
The cadetship program offers non-linear learning for talented AI course for 20 girls in Year 9 and 10.
and self-motivated students with unique opportunities to
stretch themselves doing professional-level work and develop “The tech industry has always been mostly dominated by
skills in some of the most sought after areas of technology. men, so people nowadays are really trying to encourage
women to get involved. Obviously gender doesn’t define
“I enjoy computer science and coding so I thought it would whether or not you can engage in certain industries or
be a fun way to pursue it outside of school,” Angelique said. activities, so I encourage anybody who’s interested to
participate regardless,” she said.
“My skills before joining were pretty standard, I’d done a
decent amount of web development as a part of the digital With a heightened sense of skills and confidence, Angelique
solutions class. The cadetship has taught me a lot about plans to continue working towards a career in the tech
AI and problem solving in an entirely new programming industry.
language too.
“Being able to work in an industry like this, especially while
“Ben and Jakob (the two students teaching the course) were still in school is a major head start. Other than having fun
super helpful with getting us started and great at teaching with small side projects, I’m hoping I’ll be able to do some
us the content. It was a fun environment to learn in and they more paid work in the field using and improving on the skills I
made it pretty easy to understand, even for those of us who have,” she said.
hadn’t touched AI or programming before.
“I’ve known for a while that I want to pursue computer
After two terms of weekly after-school sessions, Angelique science after school, but I think getting involved in things like
went from never having coded before to being proficient in this has helped me form a much clearer idea of exactly what
Python programming and conversant with machine learning I want to do.”
and AI concepts.
Find out more about the Peregian Digital Hub’s AI Cadetship
at www.peregianhub.com.au/cadetship/
Page 24YEAR 12
Leadership Camp
Our Year 12s headed off on their leadership camp earlier
this term, participating in individual and team activities that
brought them out of their comfort zone and allowed them to
connect as a cohort.
The students had the opportunity to reflect on their previous
12 years of schooling and decide how they wanted to spend
their final year at the College.
Year 12 students Bronte and Ashia reflect on their camp
experience.
Ashia
Before we left to go to school camp, I was nervous because I
thought it was going to be like other school camp experiences -
our cohort splitting off into our separate groups just like we do
at school, in free dress and sleeping in cabins for a week. But
this wasn’t the case. With activities such as real-life laser tag,
70s disco, and workshops that got us up and talking to each Bronte
other, there was a noticeable difference to how we all interacted
from the beginning of the camp to when we got back on the bus Arriving at school on first day armed with a suitcase and no
at the end of the three days. schoolbooks was certainly an unusual occurrence. Suddenly
110+ people I hadn’t seen in two months were my neighbours
On the last day, we were given the opportunity to reflect on for three days - it was a shock to the system that’s for sure. But
ourselves and the year to come. We were given an hour to write as we got over the pleasantries and awkward tendencies there
a letter to our future selves and sit alone with our thoughts. was connection. Not in a let’s hug everyone way, but in a sense
We did this in a park under the trees, and even if you weren’t of collective excitement for the year ahead.
writing, you could take the chance to consider the upcoming
week or even just use it to connect to the world around you. We arrived to a 30-degree scorcher of a day – and burst straight
into laser tag around the facilities. Instantly I was discussing
Mr D taught us that we should never hold on to things that will competitive strategies with classmates and in full combat mode.
bring us down in spirits, for it will only hold us back in the future. Something that seemed a complete change of pace from the
beginning of the day. But after reflection, to me, this was the
This has resonated with me even after the camp concluded and experience that reflected our newfound attitude. Even though it
I’ve been actively trying to enforce it into my life at St Andrew’s. was our first activity and before most of the structured bonding,
In the short weeks back after camp I’ve already involved myself it showcased the unprompted connection that was already
in more school-related activities than I would’ve thought, and present. We didn’t feel like Year 12s yet and don’t think many
I can see myself taking this life lesson with me into the future of us do now either! But we approached this challenge with
and past the grounds of St Andrew’s. For me, the highlight of excitement and unity. And what more can you ask for from your
the trip was the chance to make stronger bonds with the people classmates? With a sense of fun, the days contained releases
in my year level and to be given the opportunity to build on the from stress, and we learnt how to hone this anticipation into
relationships we had going into the camp. To the future students good in the school community. Therefore, I am so excited to use
who get to participate on the camp, I urge you to embrace my appreciation for my whole cohort – to have a rewarding year
vulnerability and not let anything get the best of you. based in learning, fun and unity.
Page 25CO-CURRICULAR News
SETTING THE SCENE WIDE BAY WINNERS
The Secondary Set Design Team has been busy this Congratulations to our super team of Equestrian Riders
term designing and building sets and backdrops for the - Maya H, Asha H, Amelia S and Francesca G who all
upcoming Secondary Play, Charley’s Aunt. competed at the Wide Bay Interschool Equestrian
Championships at QSEC.
Students have been collaborating by researching ideas,
drawing concepts and preparing for final processes in The girls achieved some really strong individual results
The Studio. representing the College and St Andrew’s Anglican
College won the Wide Bay Overall High Point Champion
We look forward to seeing their finished work when the School! This is a super achievement involving 420 entries
Secondary Play, Charley’s Aunt launches early in Term 2. and 75 schools across SEQ & Wide Bay/ Burnett region.
HELPING OTHERS CARDBOARD FUN
Our community is at the core of who we are, and giving
This term, co-curricular Visual Art introduced ‘Cardboard
back through service learning opportunities connects our
Fun’ into our Secondary Workshop Program.
students to meaningful community service and contributes
to growing them to be the best version of themselves.
Influenced by the work of artist Daniel Agdad, students
used their imaginations to create their own mini sculpture
Every second week, students have been volunteering their
of a suitcase or a form of their choice from humble
time to cook meals for The Daily Bread who spread the love
cardboard.
by giving those in need a hand up.
From the beginning stages of measuring to the final process
Through opportunities like this, students develop a culture
of cutting and attaching, the workshop presented a unique
of responsibility and care, inspiring an attitude of empathy
3D hands-on experience of problem solving and material
and compassion towards all members of the local and wider
investigation.
community, as well as a passion for service, an awareness of
the needs of others.
Page 26CO-CURRICULAR News
ACTION! SWIM CHAMPS
Secondary students in Years 9 to 12 enjoyed spending Two fantastic days of swimming and two wonderful
Monday afternoons in The Studio, honing their acting team performances by the Primary and Secondary
and performance skills at Acting Academy. swim teams early this term, who won two Overall
Champions trophies. Congratulations to all 92
Under the direction of our wonderful Drama staff, our St Andrew’s swimmers who competed at the Sunshine
arts leaders Jasmine, Mali, Jack and Bianca will continue Coast Independent Schools Championships against 11
to drive the program this year, helping our younger schools. Wonderful to see the swimming culture at
aspiring actors improve their performance confidence, St Andrew’s really evolving and the incredible
genre knowledge and on-stage presence.
dedication from swimmers, coaches and families.
TOP OF THE TABLE WE LOVE READING!
The future of St Andrew’s Water Polo looks very Our Primary and Secondary book clubs are back in full
bright. More than 80 Primary U12 players represented swing this year with the return of our Year 5/6 and
the College this term in a brilliant competition. The Year 9 and above clubs.
Sunshine Coast Primary Schools A Grade grand
final was an all St Andrew’s match, meaning we This year we have also introduced a Year 3/4
finished Champions and runners up in 2021. A huge Bookworms book club with the wonderful Peter
congratulations to each and every one of our players Carnavas.
and teams.
As a member of our book clubs, students can share
their love of reading with other students and have first
access to borrow new books from the library.
Page 27MAKING
MUSIC
Together
Secondary music students enjoyed a fantastic weekend of
music making and getting to know each other at Secondary
Music Camp. Ensemble groups included the Junior String
Orchestra, Senior String Orchestra, College Choir, Wind
Ensemble and Jazz Orchestra.
Guest clinician, Mr David Law, Head of Performance at
Redeemer Lutheran College, Conductor of the QLD Youth
Orchestra, AHEP Conductor and experienced Eisteddfod
Adjudicator, worked with each of the ensembles. Mr Law’s
extensive expertise, quick wit and passionate approach to
music learning, enabled both staff and students alike to engage
in thinking differently about how we approach the learning
of music and what is important when presenting music in
performance.
Building relationships and creating a cohesive ensemble group
was also a focus in downtime activities including time at the
pool and water slides as well as the Music Leaders Disco.
Music parents and friends visited on Sunday morning for an
‘Informance’ which enabled parents to understand more about
the music processes rather than just seeing the end product. It
has been lovely to hear from parents how valuable they found
this session.
Primary Music Camp
Page 28
Friday 21 May to Sunday 23 MayPage 29
CO-CURRICULAR News
TAKING THE
Stage When the difficult decision was made to put down our
pink props and postpone our 2020 Secondary Musical, an
exciting concept was born in the Year of Theatre.
Plays and theatrical opportunities provide numerous avenues incredible commitment and dedication, embracing the
in creative expression, and possibly the chance to discover unusual challenges this time play has brought and have given
a whole new perspective in personal growth, and so it was of their time with a desire to grow and learn.
decided, that 2021 would be a year like no other.
“Their collective passion, determination, and enthusiasm
On April 29, the first production in our Year of Theatre, our to achieve the goal of creating a truly remarkable theatrical
Secondary play, Charley’s Aunt will come to life in the Studio experience has been evident across our production journey,”
under the direction of our Head of Perming Arts, Ms Tara Ms Mackie said.
Mackie.
“Chris (Ivey) and I have been reminded of the professionalism
Based on the setting, context and social norms of the late held by these students and the extent to which they seek
1800s, the play has been challenging for the cast and crew to fulfil their personal capacity in these opportunities by
on many levels. The 1800s was a period of very strict rules working together, sharpening their listening skills, taking on
and social expectations, so when one young man dresses up constructive criticism, and making decisions as an ensemble. “
as an elderly aunt to help his friends, it begins an interesting
journey of side comments, inuendo and ultimately the pursuit The 1892 classic three-act farce covers themes of love,
of love! courtship, mistaken identity and one rather “exotic” aunt,
which when combined, is sure to have audiences in stitches.
“Immersing ourselves in the Victorian period has been
ridiculously enjoyable, sharing in a simpler time, where true Book your tickets at events.humanitix.com/charleysaunt
love was expressed in letters and a ‘spanking good soda and
brandy’ solved all the problems,” Ms Mackie said.
“With our collective understanding of terminology from
the era, rehearsals were challenging yet highly enjoyable
in ensuring we were true to playwright, Brandon Thomas’
virtuosity. While the female students in our cast are pleased
the gender roles of the 1800s are long surpassed, all cast
and crew have learnt valuable historical appreciation amid
holding gratitude for the fluidity of diversity in the twenty-first
century.”
Throughout the process, the students have demonstrated
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