Courier Semester 1 2020 - Woodcroft College
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
WOODCROFT COLLEGE Courier Semester 1 2020
TA B LE O F CO NTE NT S KEEP IN TOUCH
4 Principal’s Thoughts Are you an Old Scholar? We’d love to hear
by Shannon Warren what you have been up to since leaving
school.
Share your news at
7 Junior School Captains baker_m@woodcroft.sa.edu.au
by Finn Gilligan and Ruby Lovell
Update your details at
8 Early Learning Centre www.woodcroft.sa.edu.au/old-scholars
by Natasha Olrich
Editorial Enquiries
10 Wellbeing at Woodcroft Meredith Baker
Marketing and Communications Coordinator
by Marty Fox T: +61 8 8381 0404
E: baker_m@woodcroft.sa.edu.au
12 Virtual Learning Published by Woodcroft College Inc
by Rachel McCall Approved for Print Post 100005301
Woodcroft College
Bains Road (PO Box 48)
14 Outdoor Education Morphett Vale SA 5162
by The Outdoor Education Team T: +61 8 8322 2333
and Heads of Year Levels E: reception@woodcroft.sa.edu.au
www.woodcroft.sa.edu.au
CRICOS No: 01645K
18 Science at Woodcroft
by Tracey Matyk and Dr Leone Shapter
21 Social Justice Group
by Wes Chambers, Rachel Empson
and Meagan Yeoman
www.facebook.com/woodcroftcollege
22 Cambodia Tour
by Richard Graham
www.instagram.com/woodcroft_college
24 Future Leaders
www.twitter.com/woodcroft_news
by The Outdoor Education Team
www.vimeo.com/woodcroftcollege
26 European Cultural Tour
by Elyse O’Malley
28 High Performance Athletes Program
by Petra Lorenz
30 2020 Swimming Carnival
32 Old Scholar News
by Catherine Murphy
Cover photo: Reception students enjoying the new ELC cubby house
Inside photo: Welcome to Year 8 ‘Guard of Honour’
02 03
P
rincipal’s thoughts
by Shannon Warren, Head of College
As we began 2020, little did we know what The second is that the canoe moves faster in deep I would like to thank the entire Woodcroft
unprecedented events would develop in the water and the possibility of tipping out is always community for paddling with me. There are no
weeks and months ahead. Our country and state present. The third lesson is that sometimes you words that are enough for me to express what an
had already been devastated by bushfires, but cannot see where you are going, and you must trust honour and privilege it is for me to lead the College
the media spotlight soon turned to a pandemic the person who is sitting behind you to guide the through this time. I made great demands of my
that was unfolding in a province of China. Our way. staff both teaching and non-teaching, knowing
international students returned not knowing that that many of them had their own stressors and
they would be away from their homes and families The meaning is, of course, deeper than this and pressures happening outside of work. Day after day
for an undetermined length of time. The virus refers to the collective consciousness that affirms my staff came to work, not because the government
still seemed a long way from South Australia and belonging in a group. Waka is often used as a told them they have to, but because they know the
whilst we kept our eye on the situation, we got metaphor for a journey. When we are in a waka, value of their work and they are passionate about
on with our term as we always had with camps, there is unity in a shared purpose and the idea that providing the very best education for our students.
activities, musical auditions, instrumental lessons, together we can achieve so much more than if we
assemblies, worship, meetings and beginning of work in isolation. In addition, our staff fielded the unique emotional
year gatherings. needs of our young people as they experienced
He Waka Eke Noa also describes the wonderful this major health crisis. They placated our little
We had no idea that by the end of the term we gift we have been given at Woodcroft during ones with gentle reassurance, informed our bigger
would abandon in class teaching for remote this pandemic - recognising that we are all ones with age-appropriate facts and assisted the
learning from diverse locations, that all activities bound together in ways that can be invisible to biggest ones with plans to navigate the potential
and gatherings would be cancelled, sanitising the eye; that there is a oneness to us as a school disruption of their all-important final year.
our hands would become the new norm, and that community; that we achieve ourselves by sharing They provided the consistency and routines that
our teachers and our parents would have to be ourselves with others and caring for those around our students and families needed. They knew that
agile and responsive as their work and home lives us. It takes a team of people to get you to your our young people were feeling scared, frustrated
changed, all with a few days’ notice. No one would destination in life. There is no such thing as a one and anxious. They knew that their students need
have believed it…but it happened! instrument orchestra or a one voice choir. normality and distraction. They worked around the
clock to shift the curriculum to an online learning
Many of you know that I spent four years leading a Difficult times are made easier when we have platform. And, as they did so, they swallowed down
school in New Zealand and I love the Māori phrase travelling companions and someone to help us their own concerns, anxieties and vulnerabilities.
He Waka Eke Noa. Literally translated, the waka is paddle. When we have the courage and confidence
the canoe which we are all in without exception. to be vulnerable and ask for help, we let down our Our Woodcroft staff gave of themselves in personal
When paddling a waka, the first lesson is about guard and share what’s true and real within us. and emotional ways that are incredibly challenging
maintaining balance. The natural human response to vulnerability is – and for that I say “Thank You”.
empathy. Empathy brings us together and connects It is always important to reflect on times of
us with one another. It also reminds us that we’re
more alike than we are different.
04 05
J
crisis and think about what the learnings have been.
For us, our students and teachers have realised how
exhausting it is to be on screens all day long. Remote
learning has reminded us that powerful learning can
only happen when we are engaged, energetic and
focused.
unior School Captains
by Ruby Lovell and Finn Gilligan
Some students found they were less distracted by peers
via remote, some parents learnt that there are skills in
pedagogy, some students were turned onto learning
I want all the students to know that I am open to any
more via remote, some students were more prepared
ideas and suggestions they have, so I can share them
to discuss errors and what they did not know, and
with our teachers. I am looking forward to helping
many teachers discovered new ways of working so that
with ongoing improvements around our school.
students did not have to be in front of them all day
listening to teachers talking.
My name is Finn Gilligan and I came to Woodcroft
Keeping the ritual of schooling, with its attendance College in Year 3 and was voted as the class SRC.
taking, moments of social interaction, and students Since then I have been very interested in leadership
staying in contact with their peers and friends is and I was lucky enough to be chosen as a McLaren
important psychologically. This came through very House Captain this year.
strongly when we surveyed our students about their
remote learning experiences. Missing their friends I was very excited to apply for Junior School Captain
and teachers, missing being able to talk about their Our inaugural Junior School Captains for 2020 are because I’m very enthusiastic. I have a lot of ideas
learning, collaborating and asking questions were what for events we could have at school to raise money and
Finn Gilligan and Ruby Lovell. We caught up with
the students disliked the most about online learning. support charities, and make sure everyone has lots
them and asked about their time in the Junior
School and their aspirations as school leaders. of fun. I want to expand on my ideas and make them
It is often said that adversity builds character. come to life.
Although it could be argued that living through adverse
My name is Ruby Lovell and I am one of the Junior
situations can refine certain characteristics within a
School Captains for 2020. I am so proud to be a Another reason I applied for Junior School Captain
person, adversity does not build character. Adversity
Captain and be part of the Woodcroft College family. is because I like to listen to other people’s ideas and
reveals one’s true character. Our Woodcroft character
I can help make changes in our school by supporting
has been revealed as resilient, agile, responsive,
I applied to be the Junior School Captain because I other students and taking our ideas to the Head of
relational and supportive. Most importantly, our
community has remained steadfast and strong as we felt it was a great way to demonstrate my leadership Junior School.
have faced an ever-changing landscape. skills and help the Junior School students. One
of the highlights of my year so far was attending I have enjoyed working with the Junior School staff
That being said, we are looking forward to the the International Women’s Day Breakfast at the and helping with school tours. I am passionate about
continuing easing of restrictions over time that will see Entertainment Centre with Mrs Mikulcic and Mrs the environment and have been asking for recycling
us be able to worship together, celebrate together, play Warren. bins in our school grounds. This is something I hope
sport together and perform together. to achieve in the near future.
I have also enjoyed showing new families around
during school tours and telling others about our I am looking for more opportunities as the year
wonderful school. progresses.
06 07
E arly Learning Centre
by Natasha Olrich, ELC Director
It’s been an exciting few months with the
completion of our Early Learning Centre (ELC)
With set up complete we welcomed visits from the
Woodcroft College team. Next we offered tours
Our Junior School children have also been keen
to come across for a visit and of course play. All of
occurring ahead of schedule. Hand over was to families who had registered their interest or our of Reception students, with their buddy Year 3
completed mid-May so that we were able to made enquiries about the ELC. Tours began on classes, our Year 1s and 2s have journeyed over to
commence setting up early. the 26 May and continue still for newly interested the ELC. They have enjoyed getting back to nature
families. and exploring the playground. They tell us that
Working with Peta Machell, ELC Leader of they wish they were little again, letting us know
Learning and Teaching, we took deliveries of It has been so lovely to watch visiting children they miss this magical time of early discovery.
furniture and resources and set up purposeful and engage in the environments, quickly finding some
engaging learning environments for our youngest of their favourite resources indoors, with dressing With Peta’s wealth of knowledge of IB Primary
learners. up, home corners and our giant dinosaurs proving Years Program (PYP) planning and my skill with
very popular. They have also been keen to discover the Early Years Learning Framework (EYLF) we
Care has been taken to create spaces that will and try something new. From our spacious cubby, have been able to create the first curriculum for
encourage children to wonder, explore, interact to various sandpits and exploring the creek bed. our young learners. This will encompass the IB
and thrive. Our six core rooms have taken shape We’ve had children not wanting to leave and trying PYP and the EYLF with a lens of Reggio Emelia
and you can now imagine groups of children and to convince their parents they need just one more philosophy. Our first ‘Who we are’ project ideas
their teachers learning and playing together in the look! are displayed for families as they tour the Centre.
coming months. We have thought about lots of ways to explore who
Families have been blown away by the design we are at Woodcroft ELC, how we belong, how
Our meals area and piazza shared space are a and layout of spaces, commenting “Can we just we make friends, and how we fit in to the larger
delight to the eye with amazing imaginative play move in?” and “It’s even better than I thought College and local community.
areas, safe and social places to eat, a light box table, it was going to be”. They have loved the nature
comfortable cushions, and lots of natural light. play aspects of our outdoor space and all the As expected, enrolments have started coming in
opportunities for learning and development and we think we will be even busier at opening
As playground works were completed, the rich inside. They have been grateful we can offer the than we originally anticipated. The more the
outdoor opportunities became noticeable. With hours that their family needs, and that we can merrier we say!
natural gross motor climbing areas, lovely fresh support children attending the College’s Transition
green grass areas for ball play, our rocky creek bed Program to Reception. We can’t wait to open in Term 3 and become
with water pooling for muddy puddle play, our part of the ‘Woodcroft way’. We look forward
yarning circle for songs and story times, and the to welcoming connections with all areas of the
gorgeous cubby house. We know children are going College from our Junior School visits, to the Year
to want to spend so much time outside. 11 and 12 Child Studies students getting some
hands on experience. How exciting that children
will now be able to attend Woodcroft College from
the age of 3 to Year 12!
08 09
W ellbeing at Woodcroft
My College Pastor role is new in 2020. It is an
by Marty Fox, College Pastor
I have had the privilege of being involved in many That ability to be grateful is a wonderful thing. I
absolute privilege and honour to be able to Outdoor Education camps as Chaplain, and I have value gratitude, especially in these hard days, when
contribute to the lives of our students and staff, taught Religious and Values Education (RAVE) for there is a lot of uncertainty. We have to remember
with things that often concern matters of the many years. RAVE means that students have that there are also things that are steadfast and solid. A
heart. moment in the week when they can stop, pause and spirit of thankfulness is one of those things that we
reflect. We also have a lot of fun. should hold close to our hearts in these uncertain
I see my role as one that contributes to culture. If times.
you asked a Year 12 student what it is like being Our focus for this semester has been gratitude.
a student at Woodcroft College, I hope that they Gratitude is a bit like air, we don’t value it until it is At Woodcroft College we really value learning
would say they were resilient, robust, confident gone. There is a lot to be grateful for. I was talking through experience; visual learning. I think the
contributors to society. That they have an attitude to a student about hope and it came to me that we best way for students to unpack a concept or idea
of selflessness, that they persevere when things don’t hope for things we already have, we always is to see it visually, and then in RAVE to actually
get tough, and have the capacity to cope when life hope for things we don’t have. While gratitude experience it. I think that’s a really powerful way
throws a challenge. is a celebration of things that we do have. To see for students to learn.
the extraordinary in the ordinary. With gratitude
Ultimately, I would hope that they know they are you have to be deliberate about counting your There has been a window to our personal lives of
loved, that there is a community of love here and, blessings. It’s a mindset to purposely decide to be late and students have had the chance to see their
that love is patient, kind and also tough. And, by thankful for things and we have got much to be teachers be vulnerable, human, to make mistakes
tough love, I mean that they don’t just buckle under grateful for. and I think this is really important for them to see
pressure and fold too easily. this side of us.
Our community is a community of gratitude.
Whether or not the students choose to have faith Students have now started a culture of saying As teachers we set the culture, if we’re a bit grumpy
in God, the opportunity is always there for them ‘thank you’ at the end of a lesson. The power of a the class will be grumpy. If we’re annoyed, the class
to know that they are made in the image of God. young person’s words is really amazing to see. I will be annoyed, but, if we’re grateful the class will
Made with dignity, value and purpose. These have had many teachers come and say to me that be grateful, it’s the same if we’re calm and at peace,
are the attributes that I think my role is about. a student simply saying thank you has made their the students will be calm and at peace. This flows
To boost self worth, to help students find their day. over to family life as adults; if we’re calm at home
purpose in life and, if they are still unsure, then our children will have an environment of calm, if
stick to the great words of Rick Warren – ‘It’s not we value our home life, our children will see that
all about me’. Live to give, give to others, contribute and they too will be grateful. Having gratitude is
to society. contagious, it can spread.
10 11
Virtual Learning
Reflection
by Rachel McCall, Director of Quality
Learning and Teaching
Due to COVID-19 developments in South Students were particularly appreciative of staff That staff and students were so keen to return to
Australia, the College moved to a hybrid virtual efforts at this time and noted that clear routines, school further reinforces that these connections
learning model on Wednesday 25 March. Canvas announcements, and video tutorials were were sustainable online, but really continue to
very positive features of our virtual learning flourish in an in-person environment. A school
Classes were delivered online through our model. Students in the Junior School were without students is a lonely place to behold and
Learning Management Systems Canvas engaged through Seesaw. Teachers posted lesson we were thrilled to see them pouring through
and Seesaw. Due to updated government content, created videos and engaged in online the gates again on Monday of week two.
recommendations on Wednesday 1 April, the chat forums to support our youngest students
College moved to a full virtual learning model. through their learning. I would like to acknowledge the outstanding
This was a time of great uncertainty for all of efforts of the entire College community
the College community, but by working together While we were all delighted to return to face to throughout this challenging time. Teaching staff
we were able to push forward in our unique face teaching in week two of the term, there were worked tirelessly to support the students in front
Woodcroft way. a number of silver linings to come out of the of them and those online, while simultaneously
virtual learning experience. The rapid adoption learning new technology to enable them to move
Staff and students experienced a very different of certain technologies has given teaching to a completely online classroom.
version of school at this time. Teachers sat alone staff even more resources to draw upon when
in classrooms with their computers and waited planning learning experiences for their classes. Support staff were incredibly flexible in adapting
for their students to sign onto chat forums. A Students were also able to further develop their to the needs of staff and students to ensure
few YouTube careers may even be launched as digital technology skills, and many relished continued success in learning and teaching for
teachers prepared lesson delivery by recording the opportunity to become more independent all. Our students did a fantastic job adapting
themselves going through the content and learners - being at home in comfortable clothes to this new mode of learning, and staff were
then giving students directions on the learning was greatly enjoyed as well. incredibly appreciative of the support families
activities they needed to undertake. provided to ensure that learning continued at
What was most strongly reinforced was the home.
Students were often able to apply skills taught in importance of relationships in education. The
class to their home situations, coming up with fact that teachers and students had already
circuit training sessions for PE, and, in Home been able to establish strong in-person working
Economics, preparing a meal for the family from relationships, meant that our classrooms were
ingredients found in the pantry. able to function in a virtual world.
12 13
O utdoor Education
Our Outdoor Education Program is growing
by The Outdoor Education Team and Middle School Camp Leaders
at Woodcroft College. As well as the Year 3
It was impressive to hear about these experiences
in a positive light, and the enjoyment and bonding
Students had the opportunity to horse ride, learn
about fish ecology, kayak the Coorong, cockle and
The students surfed the waves at Middleton,
developed their navigating skills and attempted a
sleepover and camps in Years 4 to 10, we have now that occurred with families. learn about bush tucker. It was an action packed 15m abseil at the Bluff, sometimes with a pod of
introduced the ‘Outdoor Education’ subject for time for our students and the value they gain from dolphins below.
students studying Stage One SACE. ‘Our Outdoor Education class was supposed to go these experiences is clear for all to see.
on a kayaking camp which sounded like a lot of fun The Encounter Bikeway is a great bike trail where
There is a great deal of enthusiasm towards year but sadly it had to be cancelled due to COVID-19. Year 7 camp was almost eclipsed by a rapidly students can work on their bike skills while riding
level camps and many recall lasting memories However, to improvise we had a new assignment evolving situation, but with stringent distancing 16km through Port Elliot and Victor Harbor.
from these experiences. The programs provide which was to take on a leadership role during a day and hygiene practices in place, the camp was able
experience based learning; developing healthy walk. This gave us more opportunities to take charge to take place. We used Encounter Lakes for our kayaking sessions
relationships with yourself and others. Continuing as we are still learning and growing as young adults.’ and as always the quiz night and mini Olympics
these positive experiences in the senior years was Megan Lowe (Year 11 Student). Having the Murraylands Aquatic Centre for our built up some good excitement, laughs and
a very exciting prospect for the Outdoor Education exclusive use was a bonus and students were led competitive spirit in the evenings.
team. In the Junior School our Year 3 students enjoyed through eight engaging and challenging sessions
their first taste of being away from home with including: small boat handling, catamarans, The outdoor experiences, journal writing, activity
The Year 11 students who chose the inaugural classmates, when they packed their gear ready kayaking, knee-boarding, skiing and stand-up debriefs and camp meetings teach students
Stage One subject did so with enthusiasm and for a fun sleepover at school. They enjoyed games paddle boarding. valuable qualities and life lessons. Year 8
commitment to the unknown. The subject on the College Green, a BBQ dinner and a movie Camp focuses particularly on the art of good
is designed to take students on a journey of before bed. The next day they were up for a shared Within 30 minutes of arriving students were out on conversations, inclusion versus loneliness,
experiences, learning about natural environments breakfast and out for a fun filled day at The the river with many of them being towed behind a gratitude, and encouragement.
along the way. Beachouse at Glenelg. speed boat on a kneeboard!
Sharing experiences is powerful and creates
Term One started at a frantic pace with day Our Year 4 students enjoyed new experiences at The Murray River is such an amazing setting for a common ground and memories that develop close
excursions preparing the students for the Mylor Adventure Camp, where they worked in camp and staff always rise early from their tents to bonds between students and staff. Having this
upcoming snorkelling peak experience with Explore teams building bridges and trying low ropes. They see the morning mist roll down the river until it is camp early in the year is a great opportunity to
Marine Sanctuaries and a three day kayak camp. As took risks with the flying fox and big swing, and burnt away by the rising sun. It’s an exhausting half build connections that can enhance wellbeing and
the COVID-19 situation developed it was fortunate learnt about ecology with yabbying and fishing. a week but this camp is often cited as a favourite by learning.
the students had numerous prior camp experiences our older students.
to draw on to help them stay positive with the news Fortunately, our Year 6 students were able to get We might have been slowed down by COVID-19
of cancelled events. over to Narnu Farm on Hindmarsh Island for a Our Year 8 students attended South at Middleton but it is great to reflect on what was still possible in
glorious week, before restrictions hit. Having a Caravan Park, located on the beautiful South Semester One.
As the new ‘Indoor Ed’ model was developed camp so early in the year is the perfect chance for Coast, Fleurieu Peninsula. Students operated in
the Outdoor Education team were blessed with the well-established and newer pupils to bond. Our activity groups of 12 to 14 during the day. They
unwavering support from parents, meaning teaching staff also value this early opportunity to challenged themselves, developed team work skills,
students were still able to complete a day walk, get to know their Tutor Group and see how they and enjoyed outdoor activities with the support of
leading their family and friends while working react when confronted with new challenges. their peers, Tutor Group teachers and experienced
around the social distancing restrictions. Outdoor Education instructors.
14 15
16 17
S cience at Woodcroft
by Tracey Matyk, Head of Science and
Dr Leone Shapter, Scientist in Residence
At the core of every lesson in the Middle and Senior These tasks allow students to see Science out of the
School Science curriculum is exploration of the natural laboratory bubble – that when we apply scientific
world. Taking our everyday observations and finding development to society, we sometimes get it very
different ways to explore, explain and extend our right but also that mistakes have been made. The
knowledge of the way in which our universe operates. key teaching moment is that each mistake is an
opportunity for further knowledge which can then
Of course, our primary focus is investigation through be applied to the latest scientific and technological
practical work which facilitates the development of innovations.
scientific inquiry skills. Sometimes this involves a set
activity which students follow. They subsequently From the outside, Science is often seen as a right
spend time analysing results to deduce if they match or wrong subject, students learn the facts and apply
their observations. At other times this involves an open them to various situations. Modern, innovative
investigation where students design their own fair test Science curriculum focuses on the creative and critical
to explore an observation they have made. For example, thinking skills needed to solve the world’s problems in
Year 7 students investigate how parachutes work and various contexts. Collaboration with their peers under
our Year 9 students explore the best way to keep a cup the guidance of staff also enables students to develop
of tea warm. their ability to work with others, often the sum of
their efforts results in significantly greater learning
The deconstruction of a problem is a challenging opportunities.
process, but eventually the students are rewarded with
a practical investigation which allows them to not The primary example of this in our community is the
only develop their knowledge of their target research IB Group Four Project, where students work in groups,
question, but tinker with equipment to gather reliable, across the three sciences, to design and carry out their
valid and precise results. own independent investigation.
Our other primary investigation is through Science Staff may be guided by the curriculum but it is the
as a Human Endeavour. Looking at the application learning of our students which motivates us. When our
of science in society to solve problems or further students make connections between a contemporary
understand contemporary challenges we face as a issue, their current learning topic, something they
society, allows students to apply their knowledge and observed at home or their experimental design and
understanding to real world experiences. For example, results, we feel reassured that we are developing
students have explored organ donation, genetic diseases, citizens who will engage with society with a confident,
the establishment of nuclear power stations and the solid insight of the scientific principles that underpin
effects of tourism on Uluru. our understanding of the natural world.
18 19Science in the Junior School has inquiry at its heart
with a strong connection to the world around us.
Students learn about the earth’s resources and
the importance of water in our world and the
connection to the environment as they explore
living things and our impact on the environment.
S ocial Justice Group
by Wes Chambers, Rachel Empson and Meagan Yeoman
Like everybody else on the planet we had our plans
for 2020 turned on their head. However, we still
At the end of Term Two we had our first fundraiser
selling hot dogs and hot chocolate drinks to
There has never been a more important time in our managed a productive start to the year. students celebrating ‘Music on the Green’.
world to develop critical scientific literacy within
our community. Thinking beyond our world to There has been some considerable work raising We are very thankful for the very capable
space exploration and the future opportunities awareness in the College community about a leadership provided by our Ambassadors Manika
of Space in our State, students use EV3 Lego number of key social justice issues. The main focus Sareen and Freya Ma, who run our meetings and
has been on the 17 Sustainable Development Goals lead events.
Robots to complete space exploration challenges
that were proposed by the United Nations in 2015.
as science, maths and technology come together in
It is hoped that many of these will be addressed by
the classroom.
2030.
Science reaches beyond the classroom with the
In Term One students on the team presented Goal
introduction of our wonderful chickens, Rosie 12 to our Middle School and linked it to recycling.
Reynell, Mabel McLaren, Maisie Morphett, and They also presented Goal 2, addressing the
Hetti Hardy, and the opportunity to take learning problem of hunger.
into the Nature Garden.
Another significant initiative has been reaching out
Students can follow their interests in Science to elderly people in the aged care facility at Trott
clubs and Lego challenges. Semester Two will Park. Some of our Year 7 students have written and
give students in Years 3 and 4 the opportunity to sent letters, sharing their own experience of the
participate in the first Lego Explore Challenge. pandemic lock-in and asking about their life and
experience. This is one of a number of initiatives
As students move through the different stages of we are taking in conjunction with Anglicare this
our school, they can engage further in Science and year.
STEM clubs, and participate in different challenges
Currently a number of students are looking at
and competitions.
ways to address the issue of ‘Black Lives Matter’
in a thoughtful and caring way within the College
Currently students are participating in the Tech
community.
Girls Competition, Food and Fibre Science
Investigation Awards, Robogals Science Challenge, We believe that the emphasis on social justice
Commissioner’s Digital Challenge and the Oliphant reflects the caring compassionate heart that is so
Science Awards. evident in the College community.
20 21C ambodia Tour
by Richard Graham, Head of Years 6 and 7
Cambodia is a country with a rich, interesting We explored notions of privilege and recognised Ta Prohm is being reclaimed by ancient tree
history but a more recent troubled and harrowing that in Australia we are fortunate to be in this roots, Bayon Temple has 54 towers with large
past. In Term Four of 2019, 12 students and two position and, as a result, we have power and that imposing faces gazing in all directions and
staff made Woodcroft College’s first ever study we have a responsibility to use this power wisely. Angkor Wat itself does not disappoint. Reflected
tour to explore the culture and to learn first-hand We used monies raised to buy resources, books in the moat that surrounds it and teeming with
about the work of Children in Families (CiF), the and toys for outreach workers who support foster monkeys, it is breathtaking. We enjoyed the
organisation that Woodcroft College supports families. vibrant night markets and wonderful food in
through their fundraising endeavours. Led by Siem Reap.
Stacie Ellinger (Woodcroft College Old Scholar) We travelled into the rural province of Svay Rieng,
and Suray Reuk, CiF supports Cambodian families near the Vietnamese border, to meet the staff that All our participants, staff included, had their
in fostering children, recognising that a home is the work in the provinces. This allowed the students an perception challenged especially in regard to
best environment for children to grow and develop. opportunity to see how different rural life is to that notions of poverty, family and charity. I am
of the city. We all enjoyed the change of pace. also sure this has lit the touchpaper for future
Arriving exhausted in Phnom Penh, we were backpacking adventures, and opportunities
immediately struck by the humidity but with no Highlights of our time in Phnom Penh included to experience different cultures as well as
time to acclimatise, we were whisked wide-eyed learning traditional Khmer dancing, cooking championing the social justice cause. To think
into the crazy traffic and warm night. The first and - after a few language lessons - the simple we packed all this into 12 days.
of many tuk tuk rides (always led by Pat, whose interactions in Khmer with the locals.
war cry was ‘hold onto your bags’) immediately
immersed us in the first of many multi-sensory In contrast, exploring the modern history of
journeys of unfamiliar sights, delicious aromas of Cambodia and the regime of the Khmer Rouge was
street food vendors and brief windows into the harrowing, yet it felt essential that we understood
trials and tribulations of those that live and work in this dark period of history. Visits to Tuol Sleng,
the Cambodian capital. Totally compelling. a school that was used by the Khmer Rouge for
torture, and a trip to the Killing Fields were
Next morning, after a delicious breakfast, we heartbreaking and required us to unpack and
had our first experience navigating a Cambodian debrief what we had seen.
market and an opportunity to practise bartering.
We interspersed sightseeing with sessions led by Moving six hours north to Siem Reap allows you
CiF and other Non-Government Organiations. access to the jaw-dropping world heritage site of
Through these workshops, the staff at CiF Angkor Wat. You could spend three days exploring
challenged our thinking around conventional this temple city in the forest. However, a full day
notions of charity and how orphanages and other allowed us a thorough exploration of the highlights.
charitable organisations can be well-meaning but
ineffectual in creating sustainable change.
22 23F uture Leaders
by Ben Taylor, Head of Outdoor Education
We had a strong group of Future Leaders sign up We had very fit and capable students so we planned We returned to our starting base in Arrowtown
for the end of year New Zealand trek. The itinerary a tough five day trek including the Caples and and enjoyed some Christmas shopping in
saw the group trek the Rees-Dart Track with a side Greenstone trails. The first day we followed the Queenstown before the flight home to warm
trip to the Cascade Saddle. Routeburn Track all the way up to Lake MacKenzie, welcomes from families at the airport.
which was completely flooded and the track beyond
We left Adelaide with some trepidation of what was closed. We headed back to Lake Howden. We
the weather was bringing and these concerns crossed the McKellar Saddle and stayed at the
turned out to be well-founded. November saw an Caples Hut, then did the gruelling ascent into
early season of heavy rains and these continued Steele Creek.
well into December. At its peak, the flow of water
in the Dart Valley was twenty times the average, Staff were extremely impressed with the grit of the
and New Zealand is a wet place to begin with. We Future Leaders group. Throughout this tough trek
considered our plans closely and got some up to and during all the itinerary changes there was not
the minute local advice at the Queenstown office one word of complaint. They all made the most
of the Department of Conservation. The rain was of the situation and the rewards were amazing
so heavy that we couldn’t even get to our planned mountain scenery and quality shared memories.
accommodation in Paradise.
The walk out via the Greenstone Valley was easier,
Time for a new plan! First we did a return day walk but still provided breathtaking scenery.
from the Routeburn Shelter to Harris Saddle. The
rain continued throughout most of the day but
there were times when the rain stopped and clouds
opened up to reveal scenery that left us in no doubt
why this was one of the most famous walks in the
world – New Zealand has scope for some pretty
good backup plans!
We then went back for an update on the weather
situation and decided our best option was to drive
around towards Milford Sound, to The Divide and
experience the other side of the Routeburn Track,
this backup plan was turning out better by the day.
24 25E uropean Cultural Tour
Tour for two staff and eight students.
by Elyse O’Malley, MYP Coordinator
At the end of last year we held a European Cultural After a short bus ride over the border we arrived in
Maastricht, in the Netherlands. We split into teams
Day two was a day of museums, with the East
Side Gallery and the DDR Museum, a very
and competed in a scavenger hunt through the city exciting and fun experience. Day three was more
Our first destination was Italy. We explored centre, learning about its history along the way. sombre, a trip to Sachsenhausen concentration
Desenzano del Garda, visiting an ancient castle, camp, providing a day of reflection.
Roman ruins and the cathedral. In Milan we visited Next, we visited Paris, France, arriving at midday
the magnificent Duomo di Milano, and brushed up and setting off to see everything we could. At the Berlin was the best, a wonderful experience
on our science at the Leonardo Exhibition. We also Louvre we saw the Mona Lisa and got lost among I will never forget, and I’m so happy I got to
enjoyed our first Christmas market. the vast exhibitions. We were able to admire the experience it with such wonderful people.
beauty of Notre Dame from the outside, as it wasn’t
Verona, the home of Romeo and Juliet, was open due to its devastating fire. Munich by Freya Ma
a highlight. We saw Juliet’s balcony and For me, Munich was the most memorable city
Castelvecchio, from where we admired the We spotted the Eiffel Tower from everywhere we that we toured. We visited some of the most
spectacular Adige River flow around the city. The ventured, before experiencing its sheer size up famous landmarks, such as Marienplatz, where
Arena di Verona was a must see. Once the home of close. The twinkling lights at night were amazing. we learnt about the Maypole tradition, which is
gladiator fights, it now hosts operas and concerts. similar to a game of ‘Capture the Flag’. In the
We then visited the Arc de Triomphe, which is evening, we had a delicious meal at the famous
In Venice we meandered through the streets, along surrounded by the largest and most complicated beer hall, Hofbräuhaus (but without the beer).
the canals and over bridges to find Piazza San six lane roundabout we have ever seen. We finished
Marco. We attended a glass blowing demonstration, with a walk along the Champs-Élysées. Europe’s history is embedded in everything,
before visiting the Bridge of Sighs. which made it such an overwhelming
Two of our students, Evan and Freya, share experience. The biggest reminder of its history
On our final day in Italy we shared a homemade reflections on their most memorable destinations; was the architecture. The tour guide, who
lunch with the Italian students and were presented Berlin and Munich. cheerfully took us through the city, grew
with a certificate and gift from the host school. We solemn as he stopped to show us the plaque
finished with dinner at a pizzeria. Berlin by Evan Henning-Pols outside the Old City Hall, where, in 1938, the
Berlin! Berlin was by far my most favourite place of Nazi Propaganda Minister initiated what would
Our first destination in Germany was Erkelenz, the trip. Beautiful sights and wonderful people. be known as the ‘Night of Broken Glass’, the
where we were greeted by the Mayor and the local beginning of the Holocaust. It served as a grim
press! From there we travelled to Cologne and Fresh off the train from Erkelenz, we dropped off reminder of what humanity was and still is
visited Kölner Dom, Germany’s largest cathedral. our luggage in the hostel and made our way to capable of. It was a humbling experience.
the Reichstag. Equipped with our own headsets
We visited our first German Christmas market, we took a self-guided tour around the dome, with If you want to experience the rich culture,
where we were tempted by delicious smelling food, the British voice in our ears informing us of the history and school life in Europe, I strongly
hot chocolate and beautiful Christmas decorations. monuments of Berlin, visible from where we were. recommend this trip.
26 27H igh Performance Athletes Program
As High Performance Athletes Program (HPAP)
by Petra Lorenz, HPAP Coordinator
We met Dan Kirk, Sports Scientist from Nexa High The athletes have been sending in their action
Coordinator I am pleased to announce the Performance Sport and a former SANFL footballer photos for the new HPAP feature wall in the gym
following initiatives for 2020 and recap on some of turned national athletics para-athlete. Dan tailors foyer, as well as featuring in our HPAP blog.
the program highlights in Semester One. strength and conditioning programs for multi-
sport athletes and was a very motivational speaker. It is important to build routine and stability for
We launched our HPAP Canvas course which He examined the ‘finding your why’ concept. He student-athletes and not having this constant has
offers students weekly updates on the latest was open in sharing his personal experiences of been an anxious time for many of our students. As
events that are happening on the HPAP front. This achievements and disappointments and how he we turn now to the new normal we will continue
included how to respond when the season ends bounced back and created a new dream. to be here for extra support and to create an
unexpectedly, elite behaviours at home, down time, atmosphere where they can both learn and play
motivation whilst in isolation, nutritional habits, As a group we have been making nutritious their chosen sport to their highest and best
recipes, physical exercises, stretching for flexibility, smoothies and juices, eating healthy snacks and abilities.
and maintaining a healthy mind and body. debriefing which has been some of our favourite
parts of the program. We are very proud of our HPAP athletes and wish
As a school we belong to the World Academy of them all a smooth transition back into training.
Sport and have the benefit of receiving newsletters In the future, we will work with Maddie Lawson for
and updates from around the globe. As a nation ‘Flexi Fridays with Madds’ in the gym to build on
we are fairing well in being able to return to local flexibility in a relaxing and soothing environment.
training slowly, which our athletes are very excited In partnership with Flinders University Sport,
about as well as a bit anxious. Health and Physical Education Department
student-athletes have been be tested in agility,
We meet every three weeks in the morning before strength, speed, jumps and endurance and tracked
school. Some of the activities have included a to create an ‘athlete passport’ as part of the
presentation and Zoom workshop with Jaye Sippel, program’s professional practices. This will benefit
Head Trainer at Port Adelaide Football Club. He both our students and their coaches for their sport,
discussed the return of student-athletes to sport as well as developing skills and collaboration with
and training with the key concept of goal setting the University. I look forward to developing the
and resilience. program further in the coming months.
28 29S wimming Carnival 2020
2020 SWIMMING CARNIVAL RESULTS
Middle School Trophy Senior School Trophy Overall House Shield
1st Hardy 553 points 1st Reynell 474 points 1st Reynell 1014 points
2nd Reynell 540 points 2nd McLaren 419 points 2nd Hardy 965 points
3rd Morphett 551 points 3rd Hardy 412 points 3rd McLaren 933 points
4th McLaren 514 points 4th Morphett 336 points 4th Morphett 887 points
30 31W
Rhiannon White
2018 Graduate
What is your current role at the College?
Music Administrative Assistant
here are they now? What do you remember the most about being a
student at Woodcroft College?
by Catherine Murphy, Director of Marketing and Advancement
My favourite memories about school always involve
music. Whether it be the seven Arts Showcases I took
We were disappointed to have to put our Reunions for the Classes of 2020, 2010 and 2015 on hold in Term part in, the six school productions, or heading to the
One. We always love hearing and sharing the stories from our Old Scholars who attend the events. We will USA in 2016 and 2018. It is such an honour to be back and helping out with the Music Department, and
look forward to catching up later in the year. making sure students have the same positive experiences that I was lucky to have.
Fortunately, we realised that we did not have to go very far to find a group of Old Scholars to share their What do you love about working here?
stories. Right here at the College we have a number of staff who attended Woodcroft for their schooling. What I love about working at Woodcroft is the community. The staff and the students are all so friendly
We asked them to reflect on their favourite memories as a student and why they now love working here. and really welcomed me into my role here. It is also really rewarding to see how much the Music program
encourages students to be themselves.
Did being a student here influence your decision to want to work here, if so, how?
Hannah Guy Yes definitely! Woodcroft College was a great environment to learn in throughout the seven years I
2013 Graduate
attended as a student, and it’s a place where I feel comfortable and respected. It is such an honour to have
What is your current role at the College? been hired to work in a department that meant so much to me in my schooling years. I am very thankful for
Relief Teacher and Coach all of the opportunities Woodcroft College has given me as both a student and an employee.
What do you remember the most about being a student Benjamin Ryan
at Woodcroft College? 2019 Graduate
Being involved in the Outdoor Education program, What is your current role at the College?
specifically Quest and Duke of Edinburgh (now the Sports Administrative Assistant / Football Head Coach
Future Leaders program). A memory that stands out / Coach
is canoeing along the Glenelg River with Mr Cook and
Mrs Warner, we were a group of about 10 and Mr Cook proceeded to tell everyone we saw that he and Mrs What do you remember the most about being a
Warner were the parents of 10 kids going on a family holiday. The shock on everyone’s faces was hilarious. student at Woodcroft College?
Another highlight at Woodcroft was having the opportunity to play every single sport I could and Mrs Quest, Melbourne Cricket tour and playing the various
Wilson making her special peanut butter cookies for our teams (a tradition that still stands I believe). sports for the College.
What do you love about working here? What do you love about working here?
The wonderful students and the amazing staff! My favourite part of the day is the hellos and smiles I get Coming back to such an easy environment and having the right support staff around me to bring out the
walking to lessons and at recess and lunch, everyone is so kind. best in me.
Did being a student here influence your decision to want to work here, if so, how? Did being a student here influence your decision to want to work here, if so, how?
I had such a positive experience at Woodcroft, so much so it inspired me to become a teacher! At the many It made it easier, as I already understood the culture and values of the College. I wanted to provide more
schools that I work at during the year, my favourite will always be Woodcroft College. opportunities within the sporting scene for our students.
32 33Kristi Snares Jessica Mikulcic
2010 Graduate 2015 Graduate
What is your current role at the College? What is your current role at the College?
Year 2 Teacher OSHC Educator
What do you remember the most about being What do you remember the most about being a student
a student at Woodcroft College? at Woodcroft College?
My favourite memory was being a part of the I remember being a really dedicated student. I was always
musical productions each year. As a teacher, I motivated to do my best and I believe that resulted from
was lucky enough to be involved with the first having teachers who had faith in me. I think that blend
Junior School Musical last year. of dedication and motivation with teachers who had faith in my abilities, helped contribute to what I have
achieved up until this day, including graduating with a Bachelor of Psychology (Honours) degree.
What do you love about working here?
I love the amazing staff I work with. I am also very grateful to be a part of a great school community of What do you love about working here?
students and parents. The community. It has such a positive influence on my experience at work. It is such a close-knit, warm
community that makes anyone feel welcome. The students are a reflection of that, they always manage to
Did being a student here influence your decision to want to work here, if so, how? put a smile on my face no matter what the day brings. My role is such a rewarding one; I am able to help
Yes, although I only attended Woodcroft College from Year 8 to Year 12, I was lucky enough to have my students with their homework, teach them how to bake, work with craft, encourage creativity, play sports
final university placement in the Junior School and I thought it would be a wonderful place to work! with them, teach them new things, and expose them to positive and new experiences on excursions.
Did being a student here influence your decision to want to work here, if so, how?
Absolutely, I was a student who attended OSHC regularly throughout Junior school and I had some of my
Bec Cullen (nee Cowling) most enjoyable and memorable experiences there. I wanted to be a part of that and witness other students
2002 Graduate having the same opportunities.
What is your current role at the College? Maddy Shores
Visual Arts/Design Teacher 2016 Graduate
What is your current role at the College?
What do you remember the most about being a student
Enrolments Assistant
at Woodcroft College?
Slightly cliché but spending a lot of my lunch times
What do you remember the most about being a student
in the Art Rooms when I was a Senior student. At the
at Woodcroft College?
time we had a darkroom, where I spent many hours
I really enjoyed that students got to have a go at
developing photographs for my Art finals.
everything. I loved that I was able to try out all aspects of Home Ec, Tech, Art and Music, I didn’t choose
any of these subjects in high school, but these subjects went on to form a lot of the hobbies that I have
What do you love about working here?
today.
Woodcroft has such a supportive environment that allows for many opportunities for inspiration.
Watching the students at Woodcroft learn about unfamiliar topics and master new skills reignites my
What do you love about working here?
own desire to learn. Their growth reminds me of how important education is and gives me constant
The culture. Staff and students all have a mutual respect of one another and it feels as though everyone is
opportunity to grow. Woodcroft supports this development. There is such a great culture at Woodcroft,
working together towards the same goal.
from the students to your co-workers.
Did being a student here influence your decision to want to work here, if so, how?
It did, the staff at the College always seemed to get along better than staff at other schools.
34 35Seeking new College Council member
Do you have legal or governance expertise?
Working in consultation with the
Head of College, the Council plays
an important role in the life of our
school. From ensuring the College is
successful in achieving its mission,
to contributing to key strategies
and maintaining future financial
viability.
The Woodcroft College Council is
seeking to appoint a new member
with experience and skills in either
governance or legal matters.
If you are interested in learning
more, please contact our Head of
College, Shannon Warren.
E: warren_s@woodcroft.sa.edu.au
WOODCROFT COLLEGE
Early Learning Centre
Enrolments now open
Woodcroft College ELC Book a
143 Bains Road, Morphett Vale 5162 tour
Ph: 8381 0422 today
www.woodcroft.sa.edu.auYou can also read
