Spotlight on the Creative Industries Faculty - Sparking interest in Year 5 and 6

Spotlight on the Creative Industries Faculty - Sparking interest in Year 5 and 6
Winter 2020

                          Spotlight on the
               Creative Industries Faculty
                                              page 8

Sparking interest    Reflecting on    Canterbury
 in Year 5 and 6    online learning   goes solar
Spotlight on the Creative Industries Faculty - Sparking interest in Year 5 and 6
From The Principal.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 1
           Sparking Interest In Year 5 And 6 .  .  .  .  .  .  .  .  .  .  .  .  . 2

           Reflecting On Online Learning. .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 6
           Spotlight On The Creative Industries .  .  .  .  .  .  .  .  .  . 8
           The New Vertical House System.  .  .  .  .  .  .  .  .  .  .  .  . 10
           Canterbury Goes Solar.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 12
           Saying Hola To Spanish In Junior School.  .  .  .  .  . 14
           Ensuring Digital Literacy Success
           With The 1:1 Surface Device Program .  .  .  .  .  .  .  . 16
           The Arts = A Powerful Contribution
           To Student Wellbeing .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 18
           Wellbeing Through The Arts. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 20
           Awarded Staff .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 22
           Staff Spotlight: Lisa Dinsdale. .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 24
           Captains' Interview With Mr Paul Diete .  .  .  .  .  .  . 26
           Interview With Jefferson Fern:
           Foundation Student .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 28
           Staff Spotlight: Tracey Clarke .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 30
           Coy Family Connection. . . . . . . . . . . . . . . . . . . . .32
           Meet Jill Goold, A Canterbury
           Homestay Parent. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 34
           2020 Alumni Award Winners .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 36
Spotlight on the Creative Industries Faculty - Sparking interest in Year 5 and 6
What makes a great school great?                                               From the
It seems to me that a school measuring its success by
NAPLAN or ATAR scores alone misses the point somewhat.
Although it is tempting to want some ‘hard data’ to use
as a point of comparison when evaluating schools, my
view is that there is so much more to a school than this.              Our formula for success at Canterbury can be described
                                                                       as follows:
Great schools have a soul, an energy and
sense of purpose. They know what they
stand for and what they don’t. Their central                          a = [b + c + d] g
values stand the test of time, but they are
also adaptable to new circumstances,               achievement = [belonging + challenge + dedication] gratitude
social and technological change. They are
not afraid to say no and they don’t adopt
every fad or popular trend without question.                           Gratitude is a powerful disposition and we talk about it a lot
                                                                       in our Wellbeing lessons from K to Year 9. It is a principle of
The soul of a school is informed by the quality of                     our Canterbury wellbeing curriculum, The Resilience Project
interactions – thousands per day – between teachers and                ( It is included in this “formula”
students. So many high performing academic schools are                 as an index number because it makes every other element
soulless places; they are one-dimensional and devoid of fun,           more powerful. Gratitude enhances a sense of belonging,
noise and energy. There is no sense of community and little            the embracing of challenge and a dedicated mindset.
emphasis on the individual. Respectful human interactions
between students and teachers are what separate the                    At Canterbury, we encourage our students to “belong” to
average schools from great schools.                                    something bigger than themselves – being part of a team,
                                                                       group, club or ensemble is one way. Making friends and
Energy is a combination of many things – fun, busyness,                getting along with others, celebrating our diversity, showing
joy, friendship, challenge – it is represented by laughter,            House and school pride are all examples of belonging.
nervousness, passion, pride, achievement. It is noticeable
in class, but it’s also noticeable in movement between                 We do not shy away from challenge. We embrace it by
classes, on the sporting field, in the rehearsal room and on           taking calculated risks and trying new things. Students
the bus and in the car, to and from school. Without energy             and staff look for ways to improve and we feel empowered
in the day, there is very little ‘buy in’ from students and little     when we master the unfamiliar. Another part of challenge
to sustain students and teachers in the hard times. Visitors           is to confront injustice where we see it and apply our
to a school can quickly gauge the energy in a school by                Christian worldview to the plight of the marginalised and
observing these things.                                                the voiceless.

       The purpose, vision, mission, ethos of the school must          The third part of this formula relates to dedication – our
         be lived every day. We have two manifestations of             ability to ingrain good habits, stick to routines and aim for
          this at Canterbury: firstly, the latin motto “Fortior        continuous improvement by setting goals. We also hope
           Quo Paratior” – the better prepared the stronger            that we remain dedicated to the school, its traditions
           and our modern interpretation of this, “World               and people.
                Ready” which is built on the same premise.             It’s a great formula for success. It helps us to confirm what
                          This motto and vision must be                type of school we are and what we hope to be. We are
                             matched by words and deeds.               proud of our vision statement released as part of the 2020-
                                All of our collective efforts          2023 Strategic Direction:
                                 must be directed towards the
                                  goal of ensuring our students                To inspire and nurture confident,
                                  both along the way, and
                                  at the end of Year 12, are
                                                                             optimistic and compassionate young
                                  ready for the world – socially,            people who are ready for the world.
                                  emotionally, spiritually and
                                  academically. When we                In the pages which follow, I trust that you will see evidence
                                      design the curriculum            of the Canterbury College that is emerging – a school with
                                         and co-curriculum, the        a soul, a palpable energy and a sense of purpose. You
                                             system of awards          will see evidence of this in our innovation – new subject
                                               and recognition for     offerings and programs, our online learning model and
                                               students and staff,     wellbeing initiatives. You will also see our connection to
                                                our rules, policies    our people - quality staff, fantastic alumni and fabulous
                                                and procedures,        Canterbury families.
                                                 we do so with         I am astonished on a daily basis by the quality of student
                                                 the overarching       and staff excellence. When we hit turbulent waters, such
                                                 goal of making        as the recent pandemic crisis, dedicated staff, motivated
                                                  students             students and supportive parents help to get us through.
                                                  genuinely and
                                                ‘world ready.’         Dan Walker, Principal

Spotlight on the Creative Industries Faculty - Sparking interest in Year 5 and 6
Sparking Interest
          in Year 5 and 6
    This year our Year 5 and 6 students are involved in an elective-based
    hands-on curriculum pathway unique to Canterbury called Spark.

    Each semester students choose a subject to study
    of their own interest. Like-minded students work in
    small class sizes, where they are taught by staff with a
    background or professional interest in the area. When
    students work in groups or teams and take responsibility
    for their learning, it allows them to receive ongoing
    feedback, resulting in better academic performance and
    promoting a mastery of learning.
    Spark commenced in Semester 1, 2020 with ten subjects,
    which include Digital Technologies, Sport Psychology,
    Photography, History, Performing Arts, Business and
    Economics, Visual Arts, Literature, Philosophy and
    Science. Students were asked to nominate three
    subjects they were interested in. For some students,
    these subjects are new to them and this has
    challenged them to think creatively, widening their
    understanding in a variety of different subjects.
    Students chose subjects based on their interests,
    which will help support a secondary pathway, to
    further strengthen their understanding in a subject
    and to work with a specialist staff member.
    These subjects change on a semesterly
    basis, with students being exposed to four
    different semester units over their two
    years in Years 5 and 6.

                                                               Our Year 5 and 6 students thoroughly enjoyed studying
                                                               Modern History as part of the Spark program.

Spotlight on the Creative Industries Faculty - Sparking interest in Year 5 and 6
So why Spark?                                                  Students are required to pose questions, inquire for
                                                               knowledge, and organise and process information. As
Spark is about building curiosity, encouraging students        students progress, they need to apply their knowledge, draw
to try something different and providing an exceptional        conclusions and design a course of action. These general
opportunity to embark on their own learning journey as         capabilities are incredibly important; as students develop
part of their ‘World Ready’ Canterbury education. By           these skills they are better prepared for jobs that do not exist
giving students a choice in their learning, it can boost       yet and become active collaborators and entrepreneurs.
engagement, encourage students to capitalise on their          During Spark, each subject will cover these areas of the
strengths and build student autonomy. Spark also exposes       curriculum in a unique way, with a common theme running
students to subjects from the Secondary School, further        across each subject, and students are supported in their
strengthening student transition and familiarity with staff.   learning by a specialised teacher. All learning that occurs
Spark has a key curriculum link with the Critical and          during Spark follows an inquiry model, with a focus on
Creative Thinking learning continuum underpinning all          building student inquiry skills in questioning, researching,
student learning. The Australian Curriculum is made up of      analysing, evaluating, reflecting and communicating.
three main components; Learning Areas (including subjects
like HASS, The Arts and Science), Cross-curriculum
priorities (for example, sustainability and Australia’s             Dispositions such as inquisitiveness,
engagement with Asia) and General Capabilities. The              reasonableness, intellectual flexibility, open
General Capabilities are skills that all students are
required to learn and are taught through all subject
                                                                   and fair mindedness, a readiness to try
areas. These general capabilities                                  new ways of doing things and consider
are incredibly important.                                      alternatives, and persistence promote and are
                                                                 enhanced by critical and creative thinking.
                                                                                  Australian Curriculum

                                                                     When it comes to assessing critical and creative
                                                                     thinking, the learning continuum provides
                                                                      checkpoints on how this thinking should develop.
                                                                      The four interrelated elements in the learning
                                                                      continuum are as follows;

                                                                               Reflecting on thinking and processes

                                                                               Analysing, synthesising and evaluating
                                                                               reasoning and procedures

                                                                               Inquiring – identifying, exploring and
                                                                               organising information

                                                                               Generating ideas, possibilities and actions

                                                                                 These elements are not a taxonomy
                                                                                  of thinking. Rather, each makes
                                                                                   its own contribution to learning
                                                                                      and needs to be explicitly and
                                                                                        simultaneously developed. By
                                                                                         following an inquiry framework,
                                                                                          the end ‘product’ at the
                                                                                           end of a semester is less
                                                                                           important than the learning
                                                                                            that occurs along the way
                                                                                              and may look different
                                                                                               for each student.

Spotlight on the Creative Industries Faculty - Sparking interest in Year 5 and 6
Here is a snapshot of some of
    the learning occurring across the
    Spark classrooms this semester:

Spotlight on the Creative Industries Faculty - Sparking interest in Year 5 and 6
I n Visual Arts students are looking at ‘inspiration’.
                           They are developing their own artworks based on
                           their interpretations of experiences and observations
                           of everyday objects, environments and people.

                           tudents studying Literature are identifying ‘What
                          makes a good book?’ and are publishing their own text.

                          I n Sport Psychology students are investigating what
                           goes into the lead up of a large event or match and
                           looking deeply at nutrition.

                          I n Digital Technologies students are learning a
                           range of skills needed to design 3D objects and 3D
                           scenes, creating their own 3D scene.

                          I n Photography students are learning about the
                           different elements involved in photography including
                           light, angles and patterns. Students will create a
                           photography portfolio.

                          I n Modern History students are looking at a key
                           historical event, inquiring into, developing curiosity
                           and respect for places and people, past and present.

                          I n Performing Arts students are cultivating their
                           artistic interests by engaging their mind, body and
                           emotions to create a song, dance or drama piece
                           that showcases the power of creating. Students are
                           focusing on building their metacognition skills and
                           seeing themselves as powerful learners who are
                           responsive, innovative and empathetic contributors of
                           the world. Students perform for the class and respond
                           to their own and others’ creations.

                          I n Business and Economics students are learning
                           about financial literacy. Students will be researching
                           the attributes of successful entrepreneurs and
                           hearing from local business owners.

                          I n Philosophy students will be asking the big questions,
                           is time-travel possible? Do we have free will? And are
                           we always the same person or do we change over
                           time? Students will create a portfolio which celebrates
                           their journey from inception to conclusion.

                          I n Science students are looking at various scientific
                           avenues of investigation focusing on chemical,
                           biological, physical and earth sciences. Students are
                           working in teams to predict, hypothesise, investigate,
                           record results and find supporting evidence to back
                           up claims. Students are working collaboratively to
                           produce a final piece, outlining their learning amongst
                           the different areas of investigation.

                    This is just a snapshot of the learning that occurs. These
                    unique opportunities allow for every student to have a
                    different Spark experience.

Spark Photography

Spotlight on the Creative Industries Faculty - Sparking interest in Year 5 and 6
Reflecting on online learning
    Director of Learning and Innovation, Mr James Jenkins, reflects on how Canterbury staff and students had to
    quickly adapt to the COVID-19 school shutdown and shift to online learning.

                                                                           Mr James Jenkins demonstrating a neutralisation
                                                                                     reaction with his Year 9 Science class.

    By the middle of March 2020, it was looking likely that learning would move online for the start
    of Term 2. A decision was made to convert the last six school days of the term at Canterbury to
    Student Free Days and use that time to prepare for a new style of learning. Looking back on that
    decision, it was vital to the success of the Canterbury model.

    Those six days allowed staff to rewrite the curriculum
    delivery plan. During that time, the Faculty areas looked
    at what they had planned to do and assessed whether it
    would work in an online teaching environment. If it could,
    time was then spent creating resources that were best
    placed for delivering through Teams or Canvas. However,
    if the planned work was not suited to online delivery, a
    rewrite of the teaching and learning experiences was
    needed. In many subjects, that was the case. Courses
    with large practical elements were hit particularly hard.
    In many cases, programs for the rest of the year were
    altered to allow students to still gain the skills required
    from the course. Learning experiences that could work
    through online delivery were cleverly crafted to keep the     worked through the mid semester break to have things
    students on track.                                            ready for the students. It should be recognised that
    As many of the tools to be used in online learning were       what looked like a smooth and organised system when
    already being used to some extent in the College, we          students returned in Term 2 was created by many hours
    were not starting from scratch with the technology, rather    of hard work by dedicated teachers in the lead up.
    extending on what we could already do to achieve our          Knowing that we would be using Teams for lesson delivery
    goal in this new environment.                                 in the Secondary School, many classes had conducted test
    In those Student Free Days, staff also attended a range       runs in the days leading up to the end of Term 1. Many
    of sessions designed and presented by their colleagues.       things were learned during that testing period. These trials
    These sessions ranged from tips for online learning from      also meant that teachers and students were more familiar
    staff members that had experience in the area, to sessions    with Teams Meetings, taking away some of the anxiety
    on specific digital tools and pedagogies that would be        around this new way of learning.
    useful in the new frontier of online lesson delivery.
                                                                  The impact that COVID-19 was having on many areas of
    In many cases the task of rewriting and creating resources    society was evident throughout the break and the advice
    for the Term 2 program was bigger than 6 days, and staff      for schools was being continually updated. After careful

Spotlight on the Creative Industries Faculty - Sparking interest in Year 5 and 6
Mr Nick Wong in his home office and teaching space.

consideration, Canterbury made the decision to operate       trends. One of the ideas that consistently came through
a hybrid model from the beginning of Term 2. This would      from parents in Years 7-12 was that online learning
allow students to either be present in the classroom or      was helping build independent learning skills among
log on from home. The learning experiences in Years 7-12     their children. Another positive mentioned by many
would still occur through Teams, meaning that students       parents was improved concentration at home due to less
both on and off campus would have a similar experience.      distractions. Parents also liked being able to see what their
                                                             child was learning.
Week 1 of Term 2 was certainly strange. The school was
very quiet, many classrooms consisted of the teacher and     Parent responses were generally very complimentary and
3 or 4 students, and sometimes just the teacher talking      expressed a happiness with the way that the Canterbury
to their screen. In many ways that first week was the big    model of online learning had worked.
test, to see whether all the planning we had done had
                                                             Students also commented on many positive aspects of
sufficiently prepared us for the world of online learning.
                                                             online lessons. One of the recurring themes was that they
In my opinion, the second week of online lessons was         liked working at their own pace. Another was not needing
when things got much more interesting. The students          to be up as early and feeling better rested and nourished
knew what they were doing; they would log in at the          when learning from home. Students also noted being
correct time and be ready to go. The teachers were           able to get more done with fewer distractions. The survey
generally more confident, and this led to innovative ways    results revealed that students were generally happy
of using the technology. Many classes were now using         with the way that online lessons were delivered and had
channels in Teams to run group work. Channels were also      some recommendations on how to improve them. One
being used as breakout spaces for other purposes. Great      thing that students would like to see more of is individual
ideas like the Teacher’s desk were suggested, a dedicated    feedback on tasks during online learning. We will continue
channel where students could go to have a more detailed,     working on improved ways of doing this.
private conversation with the teacher about their work.
                                                             Week 5 saw the return of some year levels and by Week
This innovation continued until the end of our Term 2        6 we were back to full numbers. Although many teachers
remote learning period. I know that some of the great        had become very good at facilitating online lessons, they
things that were thought up to meet the demands of           were glad to have their classrooms full again. The feeling
online classes will be useful in face to face learning and   is that we did a good job under challenging circumstances
will continue in our “new normal”.                           to keep the learning going, but we missed the ability to be
                                                             able to interact the way we do in class. As online learning
Towards the end of the online learning period, a survey
                                                             technologies and pedagogies continue to improve, many
was emailed to parents and students. The survey,
                                                             of the things that we do in the face to face environment
conducted by MMG Education, was very comprehensive
                                                             will be able to be replicated, but it isn’t the same as the
and covered the following areas: Teaching and Learning,
                                                             dynamic workings of the classroom, with all the variables
Student Wellbeing, Homebased Learning, Communication
                                                             that go with it.
and Resources. We were very pleased with the high
participation rate which allowed us to see some strong       We leave this time confident that we can return to
                                                             online learning if we should ever need to in the future.
 Mr Glen Walker teaching his                                 Our students and staff have the knowledge and skills to
 Year 8 Mathematics class online.                            continue teaching and learning away from the physical
                                                             structures of our College. Online learning has reminded
                                                             us that school is not just a place, it is a community.
                                                             Knowledge, skills, desire and motivation to learn,
                                                             relationships and culture are all bigger than the physical
                                                             campus. These were challenging times, and many
                                                             people went above and beyond what would normally
                                                             be expected to allow the teaching and learning at
                                                             Canterbury to continue. We are very thankful to our staff,
                                                             students and parents for their contribution to making the
                                                             Canterbury online learning model the success that it was.

Spotlight on the Creative Industries Faculty - Sparking interest in Year 5 and 6

    Head of the new Creative Industries Faculty, Mr Matthew Kopelke,                  INDUSTRIES
    writes about how subjects in his faculty are developing 21st Century
    skills for our students for their creative futures.

    As we move ever deeper into the 21st Century, almost every aspect of our world is changing.
    Social contracts are being rewritten. The structural elements of the world economy are
    shifting. New problems are confronting humanity on an almost daily basis. The old rules no
    longer apply, and to ensure humanity continues moving forward, the emerging generation
    need to be defined not by the knowledge they have acquired, but by the skills and attitudes
    they have learnt that will guide them into an uncertain and dynamic future.

    While the notion of an educational institution grouping its      in one or more creative subjects brings intrinsic benefits
    Arts and Technology subjects under the banner of “Creative       such as increased self-confidence as well as heightened
    Industries” is nothing new in the tertiary education sector,     levels of enjoyment and creativity.
    it is somewhat rarer in a secondary school. While at first
                                                                     In 2007, Professor Kate Oakley from the University of
    glance you might assume that a subject such as Digital
                                                                     Glasgow, when writing her report Educating for the Creative
    Solutions has little in common with a subject such as
                                                                     Workforce, acknowledged three interconnected concepts
    Dance, upon closer inspection the shared DNA of these
                                                                     were transforming both education and the workplace of the
    subjects suddenly comes into sharp relief. All the subjects
                                                                     21st Century:
    that are housed within the Creative Industries Faculty are
    linked by a common set of principles driving the teaching          • T
                                                                          he growth of the cultural and creative
    and learning environment:                                            industries provides billions of dollars of
      • fostering broad dispositions and skills, especially             revenue in all developed nations and
         the capacities to think creatively and to make                  creates millions of jobs worldwide.
         connections;                                                  • C
                                                                          reative inputs are part of wider
      • teaching artistic skills and techniques without                 industry practice giving rise to
         making these primary;                                           a creative workforce which is no
                                                                         longer limited to just the Arts
      • developing aesthetic awareness;
                                                                         but is also making inputs to
      • p
         roviding ways of pursuing an understanding                     the industries not traditionally
        of the world;                                                    thought of as creative.
      • p
         roviding ways for students to engage with                    • S
                                                                          kills, aptitudes, and way
        community, civic and social issues;                              of thinking and working
      • p
         roviding venues and opportunities for students                 which lie at the centre
        to express themselves;                                           of creative and design
                                                                         practices are increasingly
      • helping students develop as individuals.                         seen as essential skills for
    Additionally, many of the subjects within the faculty overlap        the 21st century. These
    in terms of the expectations of students when completing             extend from team-working,
    their course work. Dance and Fashion students have                   communication, and
    assessment requirements focused on the creation of                   presentation skills through to
    wearable items for subsequent use; Visual Art and Design             the ‘emotional intelligence’
    students must possess effective sketching and drawing                and reliability that creative
    abilities; Drama and Digital Solutions students must                 economy workers are said to
    identify real-world problems in society and offer compelling         bring to their practice.
    solutions to these issues, and so on. The skills used and
                                                                     As a result of this, there is a
    developed across the whole of Creative Industries are many,
                                                                     high degree of importance
    and it is for this reason that we find very few students study
                                                                     for creativity and innovation
    just one subject within the faculty.
                                                                     within the classroom, to help
    Students who choose to study one or more of the subjects         prepare students for today’s
    and courses offered within Creative Industries experience        increasingly complex life and
    benefits that are additional to the core curriculum being        work environments. This is
    taught. Research has consistently shown that participation       reflected in the work of people

such as neuroscientist Susan Greenfield who, in her 2004      Playerunknown’s Battlegrounds and The Legend of Zelda,
book Tomorrow’s People, argued that education of the future   it is another thing entirely to create your own game. The
needs to emphasise context over facts. That future is now.    students not only had to devise the game concept from
                                                              scratch, but then create a playable version of the game
An excellent example of this can be found within the
                                                              inside of the Unity engine. Our students produced a wide
subject of Design. Earlier this year the Year 12 Design
                                                              range of game types, from first person shooters through to
students were tasked with investigating the concept of
                                                              more traditional role-playing games (RPGs). Working their
human-centred design, which is the process by which
                                                              way through character and level design, object collision and
a designer must consider human needs and wants as
                                                              scripted character responses were all part of the individual
a high priority of influence throughout their work. They
                                                              problems that students had to devise solutions for.
approached this within the context of Canterbury as
community-focussed institution, identifying a key member      As we move from a service economy to a knowledge and
of staff they would work with to identify a problem that      information based economy, there are increasingly loud calls
needed solving, and then devising a potential solution.       for teachers to develop in students the creative thinking
Students began exploring such possible projects as            skills which are fundamental to build healthier communities
redesigning the Visual Art classroom, developing a Year       and better understandings and tolerances for a more
12 common room, or the creation of a production studio        complex global future. It is within the Creative Industries
for Film, Television and New Media. Each of these projects    Faculty that you most often find this occurring.
included designs of potential room layouts, internal
furniture designs, as well as detailed analysis of the
outcomes possible if the project was completed.
Digital Solutions students have also been operating
at the cutting-edge of creativity and design. Already              Fastest Growing Creative Industries Jobs
this year the students have learnt how to create their
2D and 3D video games, using the industry-standard                    1. Design (products, graphics, and fashion)
software package Unity. The students quickly learnt that              2. S
                                                                          oftware Development
while it is one thing to regularly play video games like                 (gaming and applications)
                                                                      3. M
                                                                          usic, Performance, and Visual Arts
                                                                         (performers, artists, writers)
                                                                      4. Advertising and Marketing specialists
                                                                      5. Architecture
                                                                      6. F
                                                                          ilm and TV Production
                                                                         (such as Directors of
                                                                         Photography and
                                                                         Visual Effects)

                                                                                                  Mr Warren Musk and his
                                                                                                Year 11 Construction class.

WELLBEING      The New Vertical
                    House System
                    Following the introduction of the 6 House System for 2020, each Head of House
                    reflects on their own individual House successes and highlights so far.

                                               The introduction of the new House             community with the highlight being
                                               System has seen an increase in                the Clash of Chants. Students have
                                               student relationships develop                 expressed enjoyment through a
                                               across year levels in Becket House.           flexible year level wellbeing program.
                                               Secondary School students have                I am looking forward to watching
                                               adopted the role of mentoring                 Becket House grow under this new
                                               younger students, promoting                   House system and as the students
                                               confidence and friendship among               become more accustomed to their
                                               peers. Interhouse events have                 new surroundings.
                                               fostered some fierce, yet friendly
                                               competitive spirit within the College         Ms Donna-Marie Forsyth

       The Cranmer Wolves have had an          have come together to form long-lasting
       outstanding start to 2020 under the     and supportive friendships. The entire
       refreshed House system. The goal        House then brought each class identity
       for Term 1 was to allow students        together to be a part of the larger picture
       to grow and develop the Cranmer         that is Cranmer. Coming together at
       House spirit by increasing their        the Clash of Chants illustrated the pride
       connection with each other and the      and unity that has been forged amongst
       College through positive interactions   the students. Under the guidance of
       during form groups and House            supportive and caring staff, student
       events. One way this was achieved       leaders and families, Cranmer has
       was for each form group to take on      demonstrated that there is great value
       the identity of a type of wolf and      in the connections that have been made
       developed its own personality under     amongst all students.
       the overarching Cranmer vision of
       Unity. Students across year levels      Mr Alan Lyle

                                               Being one of the two new Houses               peer mediation and support. This new
                                               this year, Goldsworthy has been               structure has been especially good for
                                               able to work together to create a             our new students to the College who
                                               culture reflective of Canterbury and          in many cases have linked up with
                                               the Goldsworthy motto “Strength in            more senior students to help them
                                               Courage”. The amazing Goldsworthy             with all things Canterbury. I am looking
                                               student leadership team have been             forward to the future of Goldsworthy
                                               working hard to build a safe, caring          as friendships and teamwork continue
                                               and connected community. The vertical         to blossom.
                                               form groups have enabled students
                                               to develop friendships across all year        Mr Warren Musk
                                               levels allowing for more significant

I have enjoyed watching the House         youngest of our students. The Clash
identities take shape as each             of the Chants was a fantastic way
House creates and fosters a unique        to bring the Kime House students
community spirit. As a newly created      across the College to stand together,
House, we needed to develop a             and ultimately the icing on top was
legacy and House spirit that made         being announced as winners of this
students feel included and connected.     event for 2020. I am looking forward
I have watched as students have           to continuing to foster this unity and
                                          passion in Kime House over the
stood up and taken leadership in
                                          coming years.
their form groups and led activities,
ensuring to include and nurture the       Mrs Katrina Kirk

                                          It has been a fantastic start to the        of Ramsey students who, while in-
                                          year for Ramsey. As the foundational        home isolation, are calling into their
                                          year of the new House system, our           online form groups. These students are
                                          students have been slowly but steadily      aware they do not need to attend form
                                          establishing a Ramsey Raptor culture.       but are actively reaching out to stay
                                          Walking around form groups, I can           connected with their fellow Raptors.
                                          see it is a culture of kindness and         It is a joy to work with Ramsey
                                          compassion. Students spend time             students. I look forward to seeing our
                                          in the morning engaging in a student        students continuing to develop deeper
                                          mentor program, checking in on their        connections and traditions within the
                                          progress and wellbeing. Perhaps the         House over the years.
                                          best indicator of the kind of culture our
                                                                                      Ms Tegan Sutton
                                          students are developing is the number

The Temple students have embraced         and they were strong, proud and loud.
the new House system and settled          The banter and enthusiasm amongst
well into their new form group            students after this event was thrilling
locations. It was not a surprise to       to see. Undoubtedly as we are given
witness the Secondary School              more opportunities, Temple House will
students in particular taking on a        come back even stronger. We have
nurturing role with younger students.     the ideas; we have the motivation, and
It gave them a sense of responsibility    we don’t plan to leave anyone behind.
as role models and they have enjoyed      Temple House students have proven
the attention. This process has unified   to be a united force, and I’m very
the students and created a deeper         proud of them.
sense of College spirit. The highlight
                                          Mrs Mafalda Stevenson
so far was the Clash of the Chants.
Temple House was up first on stage

                                                                            In the first substantial sustainability
                                                                            project to commence as part of
                                                                            the Strategic Direction 2020-2023,

     goes Solar
                                                                            Canterbury earlier this year installed
                                                                            366 kilowatt (kW) solar systems on
                                                                            multiple buildings across the campus.

     Aiming for optimum clean energy production and bill savings,    The rooftop solar system is installed on A Block
     the College partnered with Planet Ark Power’s expert            (Junior School), K Block (Secondary School
     engineers to design and install solar panels across multiple    Science), M Block (Arts) and the Trade Training
     roofs and electricity meters. Factors such as infrastructure,   Centre, and is expected to generate 525,000
     energy usage and current grid tariffs were considered to        kilowatt hours (kWh) per year.
     tailor an optimum solution for the College’s needs.
                                                                     This translates annually to:
     We will aim to reduce our reliance on grid supplied
     energy through the integration of clean renewable energy          “ offsetting 420 tonnes of carbon dioxide
     that is also, as Dan Walker explains, providing obvious
                                                                       “ taking 4071 cars off the road for a year
     environmental, educational and financial benefits.
                                                                       “ planting 1397 trees.
     We spend such a lot of time engendering values of social
     responsibility in our students, that to leave the thousands
                                                                     The College will export excess solar energy
     of square metres of rooftops unadorned with solar panels,
                                                                     back to the power grid, resulting in savings of
     would seem a lost opportunity.” Mr Walker said.
                                                                     around 40% on energy bills. By using the solar
                                                                     energy, we will continue to reduce our carbon
         Whilst we know that our solar                               footprint over the system’s life of 25 years.
         program has very practical economic
                                                                     As the campus expands in the future, and
         and environmental benefits, our                             buildings such as the new pool and tennis
         students knowing that we ‘walk the                          complex significantly increase the overall
         talk’ around sustainability is also                         energy consumption, there is an opportunity
         fundamentally important.                                    to expand on the current systems.

This equates to:
 On average the         Operating a
                  microwave oven for   84, 838 minutes
4 Canterbury
solar systems
                         charging an
                            iPhone 6   68, 871 times
each generate        16, 981 loads washing

   between              laptop for 124, 670 hours
                        Running a

2-3 megawatt          Pokemon Go 474, 803 hours

hours (mWh)
  of energy          2, 058 days         powering
                                   a refrigerator

  per week.         13, 979 episodes         watching
                                   Game of Thrones

                    52, 992 times         making
                                   a piece of toast

                                                         to Spanish
                                                   in Junior School
     On the first day of school for 2020, our Kindy to Year 6 students were very excited to find
     out that Spanish had been chosen as the new Junior School language pathway.

     In the first week of learning, students brainstormed all they knew about Spain and the
     Spanish language. From here students were challenged immediately to learn initial
     greetings which has resulted in students greeting each other in the playground and as they
     enter the Spanish classroom. After learning common greetings, students progressed to the
     core language fundamentals of counting and colour identification. Rapidly our students
     have progressed to learning about the Spanish alphabet.

     During Term 1 students all learnt to count to 10 and identify   students will broaden their oral language skills, consolidating
     colours. Year 5 and 6 students have also been learning how      the process of communicating further with their peers.
     to express their likes and dislikes and how they are feeling.
                                                                     Learning a language is complex and it requires several years
     In Term 2 the students will be furthering their knowledge
                                                                     to learn. Students in Kindy undertake 30 minutes of Spanish
     and exploring a variety of topics depending on their year
                                                                     a week. Students in Prep – Year 4 have a one hour session
     level. These include La Casa, Feelings, Getting Around and
                                                                     per week and students in Years 5 and 6 are taught 2 hours
     Describing Ourselves and Others. Moving into Semester 2,
                                                                     of Spanish per week. In this way, students are ‘spacing out’
                                                                     their language learning. Spaced Practice is a study technique
                                                                     where students review material over a long period of time.
                                                                     This gives students time to form connections between ideas

and concepts so knowledge can be built upon. This study          and thereby develop an intercultural capability in
technique is research based and a proven concept for             communication that encourages students to understand
converting knowledge into long term cognitive memory.            themselves as communicators.
Stephen Krashen and Tracy Terrell describe the natural           It is proven that learning a language broadens the
stages of second language acquisition. All students learning     personal, social and cultural understanding of students.
a second language will pass through these stages, some           The connectedness of countries and communities means
more quickly than others. These stages are referred to as        learning a language supports people from all walks of life
pre-production, early pre-production, speech emergence,          to negotiate experiences and meanings across languages
intermediate fluency and advanced fluency. At the pre-           and cultures. Learning a language extends the capability
production stages, students comprehend simple words              to communicate and extends literacy proficiency in
and move to the speech emergence stage. It is during the         English. By understanding the idea of language and
speech emergence stage that students start to verbalise          culture, students develop an intercultural understanding of
simple sentences, aiming to move to a fluent level, where        different experiences and perspectives across the world.
students have excellent comprehension and understand             In turn, this helps a learner to reflect on their own heritage,
figurative language.                                             culture, identity and values.
Parents may ask, why Spanish? Significant research was           There are also proven cognitive advantages of learning
done in the lead up to choosing a Junior School language         a language. Students become better multi-taskers and
pathway and the advantages of using a European based             improve their memory and attention span while learning a
language were clear. There are over 400 million Spanish          language. Learning a language also strengthens analytical
speakers worldwide. Spanish is also the third most spoken        and reflective capabilities and enhances creative and
language in the world, which will provide students with          critical thinking. Learning a second language exposes
great opportunities for local and global employment              students to wider future options, in areas such as art,
prospects. As a primarily phonetic language, Spanish is          music, dance, travel, philosophy and science.
also easier for students to learn, and directly links in with
                                                                 The next time you pass one of our Junior School students
the Junior School THRASS approach, allowing students to
                                                                 in the playground, perhaps it would be worth saying
transfer the skills they have learnt about spelling into their
                                                                 Buenos días or ¿Cómo estás? You might be surprised by
language learning.
                                                                 how far our students’ language has progressed.
The Australian curriculum language focus aims to develop
the knowledge, understanding and skills to ensure students
communicate in the target language, that they understand
language, culture and learning and their relationships

                                                                                 nish Greetings
                                                                         asic Spa
                                                                   Some B                                      d
                                                                            - Hello                   etings an
                                                                    1. Hola       ost basic of the gre ther ones
                                                                                  em                   f the
                                                                        his is th bined with any o
                                                                       T                                            buenos
                                                                           n b e co m             can s a y, “Hola,
                                                                        ca                    you
                                                                                   low. Now as tardes.”
                                                                        found be           bue n
                                                                         días,” or
                                                                                     s - G ood mo                  o
                                                                               os día                   it can als
                                                                       2.  Buen        ing “good days,”
                                                                                                             ” is usually
                                                                                      mean               nos días
                                                                                          d mo rning.“Bue
                                                                                      o o
                                                                            mean “g
                                                                            use  d  until noon.
                                                                                                 d aft     ernoon
                                                                                 s tardes - Goo            n,” and
                                                                         3. Buena               od afternoo
                                                                                         a y “go
                                                                                             nt to s         ou can                   y
                                                                             If you wa                                 the day,                  ed
                                                                                             ’c  loc  k  or later in             it m  ay be us
                                                                                    o  n e  o                        S  p a in                atin
                                                                               it’s                            .” In
                                                                                        b u e n as tardes                 h  ile   in most L
                                                                                sa y  “                       enin  g , w                    , it may
                                                                                    til la te r in the ev            d  the   C   aribbean
                                                                                un                          ies an
                                                                                              n countr                       down.
                                                                                 America              l th e sun goes
                                                                                                u n ti
                                                                                  be used
                                                                                                    o  c h e s  - Good e                         lways
Spanish will continue into the                                                4. Buena
                                                                                              s   n
                                                                                                                        s “ g  o  o d night.” A
                                                                                                                  ean                                be
Secondary School for Year 7                                                             is  p h ra s e also m              t  s in  ce  you could
                                                                               	   Th                             onte  x
                                                                                                     l of the c
students in 2021 as one of their                                                    be mindfu
three Language elective subjects                                                     saying g
alongside French and Japanese.

Ensuring digital
     literacy success
     with the 1:1 Surface
     Device program
     James Jenkins, Director of Learning Innovation,
     writes about the success of the 1:1 Surface Device
     program that began with our Year 7 students in
     Term 1 this year.

     Canterbury has been running a Bring
     Your Own Device (BYOD) program for
     the last 6 years. It was the College’s
     first move to students having individual
     devices to use for learning. Before this,
     we had computer rooms that could be
     booked for lessons and trolleys of devices
     that could also be booked when needed.
     The BYOD program served its purpose and has allowed          After regular meetings of the Technology Committee last
     us to engage in learning experiences that would not have     year, the decision was made to roll out a new Surface Device
     been possible previously. However, as our needs continued    program in 2020. Considerable time was spent looking for
     to change, it became apparent that the range of devices      the best device before the Surface Pro 7 was selected.
     that we had on campus was hindering the directions we
                                                                  The features looked at when making the decision included
     wanted to pursue. Although we had been recommending
                                                                  the effectiveness and quality of the stylus for on screen
     students bring stylus enabled devices for several years,
                                                                  interaction, performance over a range of applications, battery
     new devices were being purchased that didn’t meet our
                                                                  life, mass, price, as well as staff and student reviews.
     minimum specifications. This caused a variety of problems.
     Teachers would regularly decide not to use an effective      Before the start of Term 1, the Year 7 teachers came
     digital learning experience, because not everyone in the     together to discuss how the Surface Device program could
     class had a device that would be able to access it.          be leveraged for teaching and learning in their subjects.
                                                                  They looked at how OneNote could be utilised as an
                                                                  effective notetaking tool. The stylus serves as a pen, pencil,
                                                                  highlighter and many other tools that students can work
                                                                  with on paper, but with all the advantages that digital brings.
                                                                  Editing an image, drawing in 3D, highlighting a sentence on
                                                                  a webpage or turning a handwritten entry to text for adding
                                                                  to an assignment. The teachers also discussed innovative
                                                                  learning experiences that could be used on the Surface Pro
                                                                  devices such as Mixed Reality.
                                                                  With the exception of a few students who had recently
                                                                  purchased new devices, all Year 7 students were issued
                                                                  with new Surface Pro 7s on day one of school in January.

There were 35 students in other year levels across the           We are seeing some great results of the program so far.
school who also joined the program. Our Information              Many students are keeping their class notes digitally in at
Technology Department spent the days before school               least some of their subjects.
started imaging the devices with the programs and apps
                                                                 Research suggests that handwritten notes are more useful
needed for learning, including the Microsoft Office Suite,
                                                                 in learning than typed notes. The stylus and OneNote allow
Adobe programs and other subject specific applications.
                                                                 students to write out notes, maths problems and chemical
Additional software can be and has been deployed
                                                                 reactions. They can perform calculations and construct
remotely when required.
                                                                 diagrams in digital notebooks that can be easily accessed,
                                                                 edited, and backed up to the Cloud. Students are using
    One of the great things about students                       tools like Minecraft to build the designs they imagine. They
    having the same device is that the                           are utilising the camera to photograph textures to then
    instructions on how to do specific                           use as stickers on their 3D creations. They are creating
    tasks are the same. On the first day                         infographics to show their ideas and videos to demonstrate
                                                                 their knowledge. Teachers can keep an eye on student
    of the term the Year 7 students in the                       progress by viewing individual student sections in class
    Auditorium and introduced them to                            notebooks. As students become even more familiar with
    their new devices. Being conscious not                       their devices, they will develop their own workflows and
                                                                 build their own toolboxes of digital tools that they find
    to overload them on their first day, we
                                                                 useful in their learning.
    tried to ensure that the students had
                                                                 Next year we will expand the 1:1 Surface Device program
    enough knowledge to start using their
                                                                 to other year levels, and within the next few years, we will
    devices in classes.                                          have all students in Years 4-12 enrolled in the program. As
                                                                 students move through Canterbury they will receive a new
The Year 7 students were surveyed during Term 1 to gauge         device to use every 3 years. This will mean that students
their opinions on how they were getting on with their            are always working on a device capable of the demands of
devices. They rated their experience with the Surface Pro        evolving digital learning opportunities.
7 so far as being 4.22 out of 5. All students considered
themselves confident or quite confident in using the device      We believe that our Surface Device program will
as needed for their schoolwork. They also revealed which         aid students in the learning process - to help
apps they have been using in each class, with OneNote            them to gain understanding, organise
being used in most classes as a notetaking tool by the           knowledge and present their ideas.
students. Any concerns that were brought up by survey            We also understand that digital
answers were followed up with students, and help provided        literacy is a most important
where needed.                                                    skill in society and crucially
                                                                 required of students as
All Year 7 students will complete a subject called Digital       they move from school
Design and Media this year. It is one of 8 rotational subjects   into tertiary study and
that the students undertake. Digital Design and Media            work. The Surface
focusses on teaching students to use the Microsoft suite         Device program
of tools on the Surface Pro devices. In the course we cover      and the curriculum
OneNote, Word, PowerPoint, Excel, Video creation, Paint          that we offer
3D and Sway. Each week we teach students the basics              our students will
and some of the advanced features of one of the programs.        prepare them with
They are then required to complete a task to demonstrate         the digital skills
mastery. The purpose of the course is to give students the       they need for
skills that they need to use these programs well                 their future.
in their other subjects, in Year 7 and
over the next 5 years.

                                                                       The Surface Pro's stylus functionality allows handwriting
                                                                            development to continue alongside keyboard skills.

The = Acontribution
                                                                                                   Director of the Canterbury
                                                                                                   Arts Academy, Dr Janet

                                                                                                   Wyvill writes about the

     Arts student wellbeing
                                                                                                   range of health and
                                                                                                   wellbeing outcomes
                                                                                                   linked to school students
                                                                                                   undertaking Arts programs.

     Throughout the past 35+ years I have been involved in Creative Arts and
     Education. I have seen firsthand the difference the Arts can make to a young
     person’s wellbeing. Social emotional wellbeing and mental health can be
     positively affected by involvement in a sustained quality Arts program.

     An education rich in quality creative arts maximises           DO YOU RECOGNISE A FEELING OF JOY THAT YOU CAN GET WHEN
     opportunities for learners to engage with innovative           TAKING PART IN CULTURAL ACTIVITIES SUCH AS SINGING OR PLAYING
     thinkers and leaders, and to experience the Arts both as       MUSIC, ATTENDING A CONCERT, AN ART MUSEUM, A DANCE GROUP
     audience members and as artists. Such an education             AND THE THEATRE?
     enhances students’ success as individuals and as
                                                                    Getting involved with the Arts can have powerful and lasting
     members of society, emphasising not only creativity and
                                                                    effects on health. The Arts also help at a community level.
     imagination, but also the values of cultural understanding
                                                                    Through getting involved in Arts programs, people can build
     and social harmony that the Arts can engender.
                                                                    their social connections and extend existing support in their
     Research shows that the more people engage in the              communities. The Arts give the opportunity for getting in touch
     Arts in their everyday lives, the better their mental and      with others and helps in alleviating loneliness and isolation.
     physical health outcomes. There is clear evidence that
     the Arts have a range of benefits for health and wellbeing.    DO ARTS SUBJECTS MATTER FOR SCHOOL STUDENTS’ WELLBEING?
     It has been suggested that the Arts were created to            The link between wellbeing and engagement in the Arts has
     communicate and understand emotions, passions,                 been well documented in the literature, however the extent
     jealousies and enduring conflicts.                             to which this relationship exists specifically in adolescents
                                                                    in the school context is less known. A UK study showed
                                                                    275 secondary school pupils engaged in performing arts
           The Arts have been in existence for as                   evidenced significantly higher subjective wellbeing than their
          long as human civilisation. As a way of                   counterparts. They suggested a positive relationship exists
         human knowing and action, they play a                      between playfulness, life satisfaction and connectedness
         central role in the identities and cultural                at school when involved in a quality Arts program.
                                                                    They demonstrated that a student's wellbeing through
            practices of all indigenous peoples.                    interpersonal relationships within the Arts program was
           They are perhaps one of the defining                     significant.
            elements of humanity for, as George                     Another study also in 2018 showed that students aged
           Bernard Shaw wrote, ‘the Arts are the                    11–17 years had positive changes such as increased
                    window to the soul’.                            confidence, improved attitudes towards teachers and peers,
                                                                    feelings of calm, and better communication skills from their
                                                                    involvement in a quality Arts program. The paper concluded
     Engaging in the Arts seems to be growing in popularity         by suggesting that the arts and music-making activity may
     as a way to improve your wellbeing. The Arts can enable        confer significant psycho-social benefits for young people,
     people to deal with a wide range of mental health              particularly when combined with mentoring support.
     conditions. The best part is that it helps people to improve
     their mental health through creativity. Creating in the Arts   A team of researchers completed an evaluation of Arts
     is helping many people express themselves, without             programs in Australian schools in three states and one
     having to use words.                                           territory. One of the many findings they discovered was
                                                                    the level of engagement in school and learning from
                                                                    students involved in an arts-rich program. While most of the
                                                                    schools did not mention attendance as a problem for their
                                                                    students, they all did show a significant level of increased
                                                                    engagement and desire for learning. Figure 1 shows one of
                                                                       the findings for Key Competencies (KC) of students in an
                                                                             arts-rich program vs the non-arts-rich program. We
                                                                                 can see in every KC or score area the students
                                                                                 in arts rich programs score higher.

Figure 1: C
           omparisons of Year 4 student
          learning in arts-rich and non-
          arts-rich programs

Note: Means (denoted by the horizontal line) and
95% confidence intervals (denoted by the vertical
line) for literacy, numeracy, writing scores, and Key
Competencies, comparing Year 4 ‘arts-rich’ (N=19)
versus ‘non-arts-rich’(N=20) programs.

Another area that was seen in the arts-rich program was         Attitudinal and behavioural benefits
that the creative classes can help with student wellbeing       Attitudinal and behavioural benefits that are grouped
and self-sufficiency. There are also links to improvements      together include;
in confidence, motivation, and social skills for students who
                                                                   • the effects of improved self-discipline and
take art classes throughout their school career. These skill
                                                                      self-efficacy; and
improvements could be because art offers balanced thinking
and growth mindset.                                                • improved school attendance and reduced
                                                                      drop-out rates.
Benefits linked to a sustained                                   lso included in this cluster of benefits are the development
quality Arts program                                            of life skills;
Intrinsic benefits
                                                                   • b etter understanding the consequences of one’s
Research has identified the intrinsic benefits of a sustained
                                                                      behaviour as a result of improved empathy;
quality Arts program include the following:
                                                                   • the increased ability to work in teams;
   • the pleasure and emotional stimulation of a personal,        • a greater ability to accept constructive peer
      ‘felt’ response;                                                critique; and
   • captivation by an imaginative experience;                     • adoption of pro-social behaviours.
   • an expanded capacity for empathy leading to
      the potential for creating social bonds and shared        Health benefits
      experiences of art;                                       Health benefits list the therapeutic effects of the Arts
   • cognitive growth in being able to make sense              as including improved mental and physical health. This
      of art; and                                               category is attracting increasing interest in Australia
   • the ability to find a voice to express communal           and overseas with a range of current projects reporting
      meaning through art.                                      successful outcomes.
                                                                The ensuing social benefits include the creation of a sense
Cognitive benefits
                                                                of community identity, and the building of social capital and
Cognitive benefits include;
                                                                organisational capacity.
   • the development of learning skills and learning
                                                                The wealth of research concurs that a quality sustained
      how to learn;
                                                                Arts program has numerous benefits for young people,
   • Improved academic performance and test scores;             especially in the metal health and wellbeing areas. You only
   • improved ‘basic skills’ specifically in reading and       have to look at social media now with COVID-19 and see
      mathematics; and                                          the numerous everyday people, especially the youth of
   • improved capacity for creative thinking are all           today, filling their day, mind and soul, with the Arts. Whether
      grouped under this category.                              it be a family doing a dance routine together to a popular
                                                                song, the community virtual choirs and bands, or even the
                                                                late night comedians having to work from home using the
                                                                performing arts to brighten their day and assist with their
                                                                mental health. We all can do the same.

                                               the Arts
                                            Wellbeing is an important component of the school day at Canterbury
                                            and incorporating the Arts into our wellbeing activities can be a
                                            beneficial in generating greater physical and emotional wellbeing.
                                            Here are some recent examples of Arts wellbeing initiatives.

     During the Easter school holidays, the College community    Canterbury staff, students, alumni and their families
     joined together and created a virtual music project. Many   recorded themselves singing, playing instruments and
     professional associations are doing similar projects for    dancing at home to the Beatles’ classic All You Need is
     the wellbeing of their own performers. London’s West End    Love. Led by Arts staff and students but open to the wider
     productions as well as orchestras from all over the world   College community, the final combined virtual ensemble
     are creating virtual performances in order to keep their    performance was very well received.
     performers’ spirits strong.

Clash of the Chants
                                A recent student driven project was the Clash

                                of the Chants, organised by Year 12 Arts Prefect
                                Angela Koranski.  This project was held just
                                before the College implemented social distancing
                                measures and then moved to online learning. 
                                It brought each House together to create a
                                new chant to represent and unify the House
                                community.  Every student in Secondary School
                                as well as upper Junior School were involved in
                                writing, practicing and performing the chants
                                onstage at the end of the Foundation Day
                                assembly.  The buzz in the CEC on the day was
                                incredible, and congratulations to Kime House for
                                being named overall winning House.

and Loud Lunches
A regular event in the annual Canterbury calendar has       concerts. These events greatly enhance the atmosphere
been the Acoustic and Loud Lunches. Arts students           at lunchtime and draw big crowds of staff and students.
perform for their peers outside the Canteen, at the         Similar to sport and the endorphins released from
Junior School sails area or the Secondary Library.          exercise, the students who perform and those in the
Lineups include soloists, small bands just starting         audience who clap along and dance all are increasing
out and the senior bands who are regulars at these          their physical and emotional wellbeing.

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