ACADEMIES OF EXCELLENCE

MISSION AND VISION

SEUSSICAL THE MUSICAL

CREATIVE WRITING GROUP

EXPRESS YOURSELF

ST PAUL’S GRAMMAR SCHOOL NO. 52 SPRING 2012

EDItOr’S COMMENt

St PAuL’S GrAMMAr SChOOL52 Taylor Rd, Cranebrook NSW 2749Locked Bag 8016, Penrith NSW 2751 Australia

CONtACt St PAuL’St: +61 2 4777 4888 F: +61 2 4777 4841 info@stpauls.nsw.edu.auwww.stpauls.nsw.edu.au

2013 tErM DAtESTerm 1 Thursday 31st January

to Friday 12th April

Term 2 Wednesday 1st May to Friday 21st June

Term 3 Tuesday 16th July to Friday 20th September

Term 4 Wednesday 9th October to Thursday 5th December

FIND St PAuL’S ONLINEwww.facebook.com/stpaulsgrammarwww.twitter.com/spgswww.twitter.com/spgsprincipalwww.vimeo.com/spgswww.flickr.com/spgs

EDItOr Emma Wynne-Jones

DESIGN Boheem

CONtrIbutOrS Daniel Weatherhead, Paul Kidson, Emma Wynne-Jones

DO yOu hAvE NEwS FOr FuturuM?Do you want to let us know what’s happening around St Paul’s?

We would love your involvement.Please send us an email at:futurum@stpauls.nsw.edu.au

ChANGED yOur ADDrESS Or CONtACt DEtAILS? Please email us at: development@stpauls.nsw.edu.au

ISSUE 52 SPrING 2012

CONtENtSFROM THE PRINCIPAL 1

AT A GLANCE 2

ACADEMIES OF EXCELLENCE 6

MISSION AND VISION 8

SEUSSICAL THE MUSICAL 10

AT YOUR SERVICE 12

CREATIVE WRITING CAMP 2012

14

STAFF PROFILE: KEITH ARbLASTER

15

EXPRESS YOURSELF 16

FIVE MINUTES WITH ALYSSA MCCULLOCH

18

FIVE MINUTES WITH AMANDA SHARPE

19

ALUMNI 20

CRICOS 02267A 041265B 041264C 041263D

The words vibrancy, diversity and excellence spring to mind when reflecting upon the work of St Paul’s Grammar School this semester. The staff, students and parents of our community have worked tirelessly for others. The dedication and generosity from all is inspiring; a clear embodiment of our School’s values. Such consideration and care of others, particularly those less fortunate than us, is timely with Christmas fast approaching.

St. Paul’s looks to the future as the School forges ahead with its 2033 vision firmly at the forefront of our minds. While creating a sustainable future is vital for the school, we are ever mindful of the Christian and educational vocation which guides and drives us at every turn.

The establishment of the Academies of Excellence in Dance, Music and Sport is an exciting initiative; one which promotes talent and provides experiences for those who wish to go beyond our extensive co-curricular programmes. This will bring students together in a way which it is hoped will make their involvement in school life easier and more widespread.

‘At A Glance’ illustrates the eclectic nature of our students’ talents from science to music, from sport to cultural exchange. This is one thing that makes St. Paul’s special: the embracing and promotion of all achievement and opportunity.

As this year draws to a close, ‘Futurum’ wishes all within our community a happy and holy Christmas. Take the time to relax, for 2013 promises to be another year filled with vibrancy, diversity and excellence!

FrOM thE PrINCIPAL

FUTURUM Roman philosophers and poets used the word to connote a wanting to know what will happen in the future or an existential state we might reach, not just that it was a time that is yet to come.

The Chinese have a saying: you can never enter the same river twice. It captures the idea that as the river flows, its essence changes. The droplets which touch your leg walking across the river are not the same as the ones you touch on the way back across the river; even standing still, the water moves perpetually past you. Even though much looks the same, it is not; it is a “different” river.

In this edition of “Futurum”, we look at some exciting future developments for our co-curricular programmes, the introduction of an academy structure for our arts and sport programmes. There is also an update on the work the School Board has been doing on an updated masterplan and strategic plan, not just for the next three years, but for the next 20! So much of what has occupied time over the last 12 months is, rightly,

focused on “futurum”. The vision to become a School where students, staff and families might flourish is central to these developments. The “futurum” for St Paul’s is to provide a “positive, rigorous and contemporary” learning experience, both inside and beyond the classroom.

The School’s motto, “In Christo Futurum”, was deliberately chosen by our founders to remind us that, whatever else might happen in the future, Jesus Christ will be at its core. In the Revelation of St John, Jesus is described as the “Alpha and Omega”, two Greek letters which commence and conclude the Greek alphabet. They are a simple metaphor to signify that Jesus is the first and the last of all things, both the past and the future.

The School Board and staff continue to plan for futurum, both for 2013 and beyond, confident both in that planning and in Jesus Christ, in whom all futures exist.

What’s in a word? At its most obvious, “futurum”

is a Latin word which means “the future”, a

time yet to be; it might refer to the next hour,

next day, next week, next month, next year, or whatever time period we

may wish to consider.

Paul Kidson addressing Year 12 at their farewell assembly, September 2012.

1 ST PAUL’S GRAMMAR SCHOOL

thE wAy wE wErE IN 1987The photo on the left shows the entrance to St Paul’s Grammar School as it was in 1987. The original driveway ran along where much of our northern Junior School classroom foundations are currently located. Buses would travel down to the ‘teardrop’ near the canteen and Science Block where students would disembark. In 1993, St Paul’s grew westward toward Taylor Road when the Junior School was opened. Buses now use the ‘bus bay’ to drop off/pick up students, and the new driveway has been moved across to the northern boundary of the school.

PyP EXhIbItION

SPrING 2012AT A GLANCE...

PeoPle aTTended The exhibiTion

76 Year 6 STudenTS were involved

comPuTerS uSed

500 240740 100

PieceS of cardboard

PieceS of a4 PaPer uSed

PERCENTAGE OF TOPICS WORDCLOUD OF IDEAS

SPorT iSSueS

bullYinG

raciSm

dePreSSion and Grief

diSabiliTieS

animal welfare

10.5%2.6%

1.3%1.3%5.2%21%

environmenTal iSSueS

conflicT

TechnoloGY

inequaliTY

SocieTal iSSueS

SuSTainabiliTY

9.2%

9.2%

7.9%10.5%11.8%5.2%

• Global warming• Deforestation• Gaming• Technology

issues – addiction, cyber bullying, technology over use leading to anger problems in society

• Overpopulation• Homelessness• Gun issues• Inequality

of women

• Child beauty pageants

• Bullying• War• Depression

and grief• Refugees• Renewable energy• Nuclear

energy issues• Autism• Animal cruelty• Extinction• Whaling

See page 16 for more on the 2012 PYP Exhibition

fuTurum SPrinG 2012 2

2013 P-12 Commencement Soiree5pm - Friday 1st February 2013

St Paul’s Foundation Day9am to 7pm - Friday 5th April 2013

P to 12 Easter Chapel9am – Thursday 28th March

2013 School year beginsThursday 31st January 2013

It was a great day, with some awesome culinary delights created by students and parents! Special thanks to Mrs Jody McGann and Caitlin for the beautiful ‘designer’ cupcakes and popcakes which looked amazing, and proved very popular.

The Junior School captains (with some help from a senior team led by Jacob Tomkins) catered for queues of students under the auspices of the Cornwallis House Leader, Mr Chris Harnett. Tables groaned under the wonderful and delicious contributions of students, teachers and parents. Supplies quickly diminished as enthusiastic students consumed the cakes, raising over $400 in the process.

In the Senior School, it was harder to convince people to buy, but our intrepid

The girls clinched the title on Saturday 25th August against Barker College.

The first ten minutes was balanced, but St Paul’s scored first with Rebecca Troy’s strike. Following the early goal, came a period of enormous pressure from Barker, with St Paul’s defending with determination and grit. St Paul’s endured and was able change the momentum of the game in a swift counter- attack with Violet Joukhadar scoring at right wing. St Paul’s went to half time 2-0.

After the break, St Paul’s consolidated their lead, with injured Kelsie Mead

MuSIC IN MAtSuMOtOIn 2008 and 2010, I had the privilege of flying to Japan to participate in the International Suzuki Music Association Conference to improve my cello playing skills and learn from teachers from around the world. The conference is held in a large town called Matsumoto, which was the hometown of Dr Shinichi Suzuki, who founded the Suzuki music method. Now in April 2013, I have been given this opportunity again and I hope to be able to share my experience with the school community. I greatly look forward to my trip and hope to make the most of the teaching of the fantastic musicians who make this workshop possible.

Until I next write, sayonara! Jim Shaw Year 8

CAkES FOr thE CONGO

thE uNDEFEAtED!

On Monday 10th September, Cornwallis House held an African themed Mufti and cupcake day to raise funds for Congo Aid Inc.

scoring the third goal. Rebecca and Violet scored again, along with newcomer Chelsie Rose. Congratulations to Jaime Marchant who had a particularly strong game and Tara McKinna who did well filling the unfamiliar role of fullback. Caitlin McGann at goalie, with the help of her halves and backs, let no score through. Congratulations to Katherine Wong for her dedication and captaincy of the team over the past two seasons, and thanks to Mrs Carolyn Wong for her coaching leadership.

Thanks to all those who have supported this team.

student leaders Veronica Mitchell and Alissa Tesoriero spent extra time haranguing teachers and students (even braving the Principal, Mr Kidson in his den) until all was gone. There were also some great African themed costumes, the most notable being Damien Meduri’s colorful kaftan and hat.

The Cornwallis team of Veronica Mitchell, Alissa Tesoriero, Caitlin McGann, Kaitlyn Cobcroft, Amber McIntosh, Yunipaula Jeong, Ju-Hee Song, Scott Wotherspoon, Campbell Barnes, Evan Barnes, Jacob Tomkin’s and Leah Van Wijk did a great job on the day. We raised just over $2000 for the Mutiwanzuki School in the Democratic Republic of the Congo.

Our Hockey Girls have won the ISA Premiership for the third consecutive year, remaining undefeated; a remarkable achievement!

31

3 ST PAUL’S GRAMMAR SCHOOL

AwArDS At thE vALEDICtOry DINNErIn 2011, St Paul’s introduced two new awards which are presented at the Year 12 Valedictory Dinner, held at the end of September.

thankfully the end isn’t all that counts. It is what I have learnt and how I have grown up along the way that has been truly the most important thing.

kELLy LI The 2012 rubicon award winner

Daunting, challenging, thought-provoking, rewarding: four, out of many possible other descriptions, that have characterised my last two memorable and enriching years of high school.

Moving from the 1500 word assignments, to what at the time seemed like the impossible, momentous task of the 4000 word Extended Essay was daunting. Challenging was retracing the sources for my Extended Essay bibliography and thought provoking describes the lessons in Theory of Knowledge that made me question the reality which for so long I had taken for granted in blissful ignorance. When my efforts are recognised and are finally reflected in the marks I receive it is rewarding.

I am used to seeing high school as no more than a stepping stone that leads to something else – a compulsory, perfunctory stage in our lives that we are reluctantly forced to undergo, whilst all the time wishing for it to be over as quickly, as painlessly, as possible before we embark on what seems to be the vastly greater, brighter, easier life of university, independence and adulthood. Only when I look back on these years, do I realise that it was an experience in and of itself. It is

through all my school experiences – with its tears and frustrations, failures and accomplishments – that I have discovered my limitation, motivation and potential.

kAtE NIELD The 2012 rubicon award winnerThroughout my final exams, my senior years (the treacherous jungle of homework and parties, and the savage excitement of brace-free teeth) are suddenly put into perspective. I am nearing the end of my existence as a high schooler, and I am facing the moment I have worked two years to achieve, when the team of what I assume to be omnipotent beings will decide on my place at university. I don’t feel the need to chastise my past self for not working hard enough, and I don’t feel even slightly guilty for the time I spent having fun. As I have made it into the final moments of my study, I am deeply thankful for my experiences outside of work, as they have given me a goal to work towards; independence.

ALICE tArNAwSkI The captain’s award winnerWhen I received a call from Mr Humble whilst in Hobart earlier this semester, I was astounded when he informed me I had been honoured with this award. Finding a balance between the time I spend on the water and the time spent behind a desk at home has characterised my schooling life and made every moment an opportunity to push myself and to laugh, live and learn. As I reflect on the winding road of my senior school years, I can’t help but feel an overriding sense of pride; not only in myself and my own achievements, but pride in my School and the community that has supported me so much, in my peers and the legacy that we have left. The support of my friends, family and teachers ensured that despite the late nights, early mornings and moments of hardship, I have made every moment count and I can’t thank them enough.

To complement the Principal’s Award for Character and Involvement, the School established two other special achievement awards. Firstly, the Rubicon Award was created for the student who consistently goes above and beyond in all aspects of their schooling life and has left no stone unturned in preparation for life beyond the School. Secondly, the Captain’s Award is given to the student who displays competence, commitment, courtesy, and concern for others routinely and who, without fuss or fanfare, contributes daily to the ethos of St Paul’s.

SPrING 2012AT A GLANCE...

The 2012 award winners were asked to detail some of their final thoughts as they depart Year 12.

EvAN bArNES The 2012 captain’s award winnerYear 11 and 12 is like falling - it ends painfully; neither the exams nor leaving your friends is fun! But before the end, comes the free fall, where you brace yourself for landing. In my free fall I dreamt of burning my Ancient History notes, finally figured out how to write essays, wanted to throw Great Expectations out the window (sorry Mrs Hastie) and simply became closer to my friends. There were trials and joy, angst and laughter, fear and smiles. That was my free fall, and through all of that I became a better Evan. As I’m writing this I have six days until I finish my exams;

fuTurum SPrinG 2012 4

If I was a doctor, I’d have a chance to interact with different people every day, be involved in new technology and research or work overseas.

For me, that’s really appealing; a career in medicine is hard, but always new and interesting. I’d never be bored!

I applied for (and was awarded!) the Undergraduate Medicine and Health

Grandparents Day10am to 1.30pm - 2nd May 2013

years 7 & 8 Father Daughter breakfast8.30am – 14th June 2013

30th Anniversary ball7.30pm - 1st June 2013

St Paul’s Anzac Service9am - 1st May 2012

With over thirty pieces, our dancers celebrated a year of hard work in an impressive display of colourful costumes, bright feathers and lively dances.

As a first time dancer (the extent of my experience goes to ‘Viva La Vida’ PE dance compositions), Sojourn was a completely new experience. What surprised me was the gradual build-up of emotions as the time approached for the show’s opening. What began as an easy laid back morning with sleepy eyes, turned to enthusiasm as dancers practiced turns, lifts, rolls, jumps and leaps over and over again. By 3pm, the atmosphere was markedly more tense as nerves started to set in, with students running around trying to polish routines

SOJOurNbetween dress rehearsals. By 6pm, with only half an hour to go before curtains opened, the excitement was thick in the air. Phones buzzed with good luck wishes from loved ones and all dancers chatted animatedly while applying make-up and putting on dazzling costumes. By 6.29pm, the opening dancers waited breathlessly as the murmurs in the crowd died down and the lights dimmed. At the signal, they ran on stage into positions and then the lights switched back on and the music began. The show had begun.

Sojourn was an exciting dance showcase, with wonderful performances from dance groups across the whole school. Highlights include Year 11 student Emma Johnson’s solo and crowd favourites including Parallel Project’s musical theatre dance to

This semester, I went on American educational exchange through the Hawkesbury Sister City Association. To apply, I filled out paper work and got a letter of recommendation from my Head of House, Mr Heath.

After applying I was accepted for an interview where I was asked a series of ‘situation’ questions, questions on Australian politics and general knowledge. I was one of only six who were accepted onto the programme.

As part of the exchange, we hosted an American girl who came here and then I stayed with her in America. The exchange committee took us on excursions during the week, such as to Disneyland, Universal Studios and Hollywood. I went to school for six days with my host’s sibling and out with the host family on weekends. I was there for one month and had a great time.

I would really recommend this to anyone who is interested in the world, it is a safe and fun way to do this.

Sally Armsworth Year 10

hANDS ACrOSS OCEANS

Mercy and Prima Ballet’s neo-classical approach to ballet in their dance to ‘Wolf Mother’. The Junior School made memorable appearances in the hip hop routines and ballet.

Thanks to all the families and friends who came to support us!

Rashmi Singde Year 10

Thursday evening on the 1st November was a packed night at The Joan Sutherland Performing Art Centre as our St Paul’s Dance Academy presented Sojourn 2012.

Sciences Admissions Test (UMAT) bursary because a family friend of mine recommended it after she had done it. The MedEntry preparation course assists with the selections of students into medicine, dentistry and health science degree programmes at selected universities.

If you are interested in applying too, visit the website: www.medentry-hpat.ie/staffs-bursary

Rashmi Singde Year 10

burStING wIth tALENt

5 ST PAUL’S GRAMMAR SCHOOL

ACADEMIES OF EXCELLENCEENrICh yOur LEArNINgBoth the ancient Greeks and Romans had a view of the world that valued academic pursuit for its citizens. Commitment to learning and excellence in studies formed the core of ancient classical academies, a commitment which remains unchanged to this day in our School. The ancients similarly had a commitment to “gymnasium”, sport and cultural activities that balanced academia. This model has been at the core of Western liberal education ever since; with each new generation, facing its own challenges and contexts, these ideas have been translated and adapted. Thus, from 2013, St Paul’s will be taking bold and exciting steps to enhance our co-curricular activities over the next few years.

As can be imagined in a School the size of St Paul’s, ensuring all students have an active engagement in the wider life of the School is a formidable task. Over the past two years, the Office of Students and Family Services has been in communication with key staff to devise a programme which seeks to coordinate and enrich the opportunities for student involvement in our co-curricular life.

In 2013 there will be an expectation that all High School students commit to participation in at least one co-curricular activity. This could take a variety of forms such as an ISA sport, Inter-School Chess, the Duke of Edinburgh Scheme, the Cambodia Service Learning Experience, a Dance or Music Ensemble, learning a musical instrument, SPGS Fire Cadets, Debating….the list is long. The Office of Students and Family Services is determined to promote and support the idea of healthy bodies and healthy minds in all students.

Involvement in such activities builds character, relationships, balance, commitment and resilience, as well as whatever skills are being learned. These are goals not just for enthusiastic students, but for all.

ACADEMIES OF EXCELLENCEFor many students, the provision of expanded co-curricular involvement will be a great bonus. And yet some, including our Junior School students, will seek even more opportunities to enhance their skills beyond the classroom. This is why in 2013 we are expanding an “academy” concept that has been successfully established with the St Paul’s Dance Academy and for many years reflected in our Conservatorium. The Dance Academy has provided a model for the future in which students who seek to go even beyond the established co-curricular programmes can take up the option to do so. From 2013, there will therefore be three Academies of Excellence: Dance, Music and Sport. The Office of Students and Family Services has been working assiduously to design programmes in these three key fields to enhance and develop students of all ages and skill levels.

The aim of each St Paul’s Academy of Excellence is to provide an extended level of teaching, mentoring, coaching and training to our Dance, Music and Sport programs, enhancing the opportunities available to our students to achieve at an advanced level. Students will benefit from the expertise of specialized external teachers and coaches across these academies. Students who seek enrolment in the Academies of Excellence will be able to access optional high level tuition, with classes or training sessions being made available before and after school; in some limited areas, these will also be available during the day in a similar way to that which St Paul’s has offered private music tuition for many years.

It is important to note that the Academies of Excellence are open to students who may not take curricular study in those areas. For example, many

of our Dance Academy students do not study curricular dance, and some students who take private music tuition do not necessarily study curriculum music. Similarly, the Sport Academy will be available to enhance students’ skills for competition both within and beyond the School; we look forward to seeing the sporting culture of the School grow through the high level skill development which will be available through the Sport Academy.

Students participating in any of the Academies of Excellence will, of course, be required to maintain their academic program satisfactorily. While we want to see students excel in all areas of their schooling, one should not be at the expense of another.

It is an exciting time for the St Paul’s Grammar School co-curricular and Academy of Excellence cultures. These will continue to enhance and complement the academic experience of students and families. We will be monitoring the implementation of these programs with a view to providing sustainable and consistent experiences for our students.

We are confident that many students who are not currently involved will benefit from their involvement, and that students who seek to extend their skills, experience and capacity to advanced levels will be supported in doing so.

St PAuL’S DANCE ACADEMySt Paul’s Dance Academy has grown to be one of the premier schools for dance in Western Sydney. The Dance Academy is committed to providing excellence in tuition and aims to create young dancers who balance high professional standards in dance with emotional, spiritual and physical well-being. The Dance Academy’s carefully designed and progressive educational structure will guide and

FUTURUM SPRING 2012 6

nurture participants from their first steps right through to a professional career.

For students who are emerging talents or highly proficient performers, our classes in jazz, contemporary, hip hop, musical theatre and ballet, will cater for the interests and needs of dancers of all ages and abilities.

In 2013, the Dance Academy will expand under the creativity and leadership of Ms Lauren Grizelj. It will accommodate the introduction of the Royal Academy of Dance Classical Ballet Examination Syllabus for all dancers who wish to complete their ballet examinations. Grade 1 to Advanced 2 will be available. The Dance Academy will also be participating in a wide range of eisteddfods and festivals throughout the year, including the City of Sydney Dance Eisteddfod, widely regarded as the largest and most successful competitive performing arts’ festival in the world.

Students of the Dance Academy will be given the opportunity to perform at two St Paul’s Grammar School showcases, Ricochet and the Sojourn. These events are held at the Joan Sutherland Centre and display works that the dancers have been developing throughout the year.

The combined wealth of knowledge and passion of the Dance Academy staff has created a premier studio for innovation, passion and outstanding results.

St PAuL’S MuSIC ACADEMyThe St Paul’s Music Academy will continue to develop and support growth of an artistic community through orchestras, small and large ensembles.The goal is development of skill through performance. The Music Academy seeks to celebrate musical cultural diversity, whilst acknowledging historical and cultural influences which have shaped contemporary performance.

The Music Academy offers students positive, rigorous and contemporary instruction and experiences in a range of disciplines, including brass, voice, wind, percussion, strings and piano. In 2013 artists and ensembles will participate in competitions and a range of community events both throughout the School and

in the wider community. In order to provide networking opportunities and pathways to support students wishing to pursue a career in music, we are formalising connections with universities, colleges, businesses and work places.

We are generating a lively local community of artist-practitioners, where roles are multiple and interchangeable, and where music performance is celebrated. The St Paul’s Music Academy, will enrich the holistic development of students by nurturing group participation and cooperation, and promote a communal ethos.

thE St PAuL’S SPOrtS ACADEMy

The St Paul’s Sports Academy will focus on developing the sporting potential and ability of all students. It will build relationships with a range of organisations such as the Independent Sporting Association (ISA), the Penrith Junior Cricket Association (PJCA), the Nepean District Soccer Football Association (NDSFA) and support students to develop their sporting interests beyond the School. In 2013 the Academy will look to forge links with other local associations for Basketball and Netball for our Junior School students. All students will have the opportunity to access specialist coaches, play in high level ISA and School teams, and be entered in additional competitions like Gala Days. The Academy will also look to expand its capabilities to provide its venues for community use.

The Sports’ Academy is dedicated to promoting involvement in sport as an integral aspect of students’ holistic development. As such, the Academy will focus on encouraging participation, as well as high level training for elite sportsmen and women. Not all students are at the same level of skill and experience, and so the Sports’ Academy will offer a wide variety of sporting options, both individual and team-based.

As the Sports’ Academy expands and develops, we will strive to provide all students enrolled in the Academy with high level individual and team-based coaching. They will be able to participate in development programmes and clinics to further enhance and develop their skills.

Student opportunities at the St Paul’s Academy of Excellence for 2013-2014 will be as follows:

Voice & Speech

Drums

Piano & Accordion

Trumpet & French Horn

Trombone

Guitar & Bass

Flute

Violin & Viola

Cello & Double Bass

Clarinet & Saxophone

Percussion Ensemble – Djambe

Fiddle Group – Fretless

SPGS Orchestra

Jazz Band – Hipnosis

Folk Band – The Ceili Band

Choral Ensemble

Chamber Choir

Funk/Rock – Average Groove Band

Recorder Ensemble

Guitar Ensemble

Musical Theatre*

Drama Ensemble – Dramaniacs Years 7 & 8 / Cross Fade Year 9 to 12* *not part of

Classical RAD Ballet Grades 2/3

Classical RAD Grade 4

Open Classical Ballet

Contemporary Dance

Hip Hop

Ignition

Jazz

Pilates

Petites (Pre K to Year2)

Prelude ( Grades 3-6)

Prima (Grades 7 & 8)

Parallel Project (Grades 9-11)

Cricket

Basketball

Netball

Soccer

7 ST PAUL’S GRAMMAR SCHOOL

MISSION AND vISION

STRATEGIC PLANNING UPDATEOver the last 12 months, much work has been undertaken in the development of a long term sustainable plan for the School. So far, this has included:• A School-wide stakeholder survey of

parents, staff and students, conducted by research firm, MMG;

• A series of consultative forums with parents and students, led by Mr Kidson;

• Revision and publication of an updated Mission and Vision by the School Board;

• Engagement of architectural firm, Gardner Wetherill, to complete an updated architectural masterplan. Recently, families were also invited to complete a survey for Gardner Wetherill to inform further detail development of the masterplan.

The School Board has also been working with senior staff on more details of the

strategic plan for 2013-2015, which flows out of the following vision, adopted by the Board earlier this year:

St Paul’s will be a dynamic, transformative and exemplary Christian Grammar School where students and staff can flourish, both within and beyond the School.

In order to achieve this, the School will continue to:

• enhance its distinctive Christian heritage and culture;

• pursue a positive, rigorous and contemporary Pre K-Year 12 learning environment for all students;

• increase principled and active student involvement in the wider cultural and sporting life of the School;

• engage, value, develop and retain staff capable of achieving the mission and vision of the School;

• encourage and promote the engagement of the wider community in the life of the School;

• enable collaborative and vibrant student and staff learning through provision of excellent resources;

• respond to the challenges of governing the School for a sustainable future, educationally, financially and environmentally.

mr Kidson addressing parents in the lower mountains at the St Paul’s Towards 2033 community forum.

fuTurum SPrinG 2012 8

These strategic priorities will consolidate the strength and reputation of the School over the next few years.

While all of them complement one another to form a coherent vision, we have been doing a lot of thinking recently the following:

• Our “distinctive Christian heritage and culture” celebrates that we are a non-denominational school which welcomes families from all Christian faith backgrounds, as well as many families who have no particular faith commitment. We are a school, not a church, and we are glad to have a broad experience of Christian life represented amongst us;

• “positive, rigorous and contemporary” learning is at the core of what will make us one of the pre-eminent schools in Sydney. Schools should be positive places, environments which encourage, support and celebrate learning in all its richness. Rigour identifies a commitment to pursue learning

with a spirit of and commitment to excellence, not mediocrity, not “near enough is good enough”. Importantly, what is contemporary today may be out-of-date in a few years, so we are committing ourselves to constant research and application of leading educational practice;

• our commitment to “increase...involvement in the wider cultural and sporting life of the School” is already being implemented with this term’s sign up of students for 2013 co-curricular programmes, managed through the Office of Student and Family Services;

• “engaging the wider community” is an exciting development for us over the next few years. Planning is already underway for greater engagement with local sporting communities (see also the article on Academies). We have also commenced positive interaction with the University of Sydney’s Nepean Medical Clinical School and are looking to speak further with them about design features of our upcoming redevelopment of the High School Science facilities;

• The “challenges of governing” were highlighted earlier this year by the NSW Government’s decision to alter its funding arrangements to independent schools. This has a clear impact on services we can provide as well as the quality of learning. For the vast majority of families, the value of the School is considerable, and the School Board has undertaken some far-reaching and important reforms in this regard. While this has caused stress and distress for some, the longer term position of the School has been greatly strengthened so that the overall community can, and will, benefit.

There is still much work to be done. Plans to realise this vision are in development and will be published early in 2013, both to celebrate our 30th anniversary and to set a path towards our 50th anniversary…towards 2033.

early concepts from our masterplannig architects.

9 ST PAUL’S GRAMMAR SCHOOL

SEuSSICAL thE MuSICALTHE MAGIC OF DR SEUSS COMES ALIVE!

When asked why this production was originally chosen, the Head of the Junior School, Mr Nigel Walker, didn’t hesitate, “I love Dr Seuss, and so do most of us. We could focus the whole school on aspects of literacy such as rhyme and rhythm, imagination and creativity, and playfulness with words (and that is exactly what we did!).” Mrs Day agreed that “it was a fantastic opportunity for students and teachers to inquire into the literal and inferential literature that the famous author Dr Seuss has written.”

Superbly directed by Mrs Day, the musical highlighted the life and stories of the beloved Dr Seuss in a colourful, fast-paced and entertaining extravaganza. This Hal Leonard, broadway-style production is primarily based on the popular book ‘Horton Hears a Who’, which has also recently been made into an animated movie.

Brenton Jeffery played the role of Horton the elephant ably assisted by the Cat in the Hat (Samuel Buckley), Jojo (Charles Lawson), Mayzie (Claudia Day) and Gertrude (Emma Bryant). Other characters in the musical included jungle animals, the ‘Whoville’ citizens and

many, many more. Students from Years 5, 6 and 7 brought characters to life in this spectacular musical production, not to mention all the other students who joined their voices together as the choir under the expert musical direction of Mrs Mansley and those who danced to the eye-catching choreography of Miss Kane. The students on stage were wonderfully supported by the band and crew. After all, what is a musical without lights, music, props and help with costumes?

Rehearsals for the musical started early in the year and continued every Monday lunchtime and Wednesday afternoons. This schedule alone shows the dedication of all the students and teachers involved. A remarkable effort towards designing costumes, making sets and much, much more was seen too.

It has been inspiring to see how much dedication everyone and anyone concerned with the musical has shown. One parent of a cast member said, “a highlight for me was to be involved in Seussical in such a way that I was privileged to see the wonderful performances on stage and the terrific team spirit and excitement of the students and staff backstage.” It was also encouraging to see those students

ONE FISh, twO FISh, rED FISh, bLuE FISh. Does this remind you of a happy childhood?

Yes? Then I am sure you enjoyed St

Paul’s exhilarating performance of

Seussical the Musical on the 14th and 15th

September.

fuTurum SPrinG 2012 10

of a younger age who may not have been a part of the cast, but who were still more than willing to get involved in the pre-performance show.

Listening to my friends’ stories of exciting, funny and even strange rehearsal moments, I have glimpsed into the exhilaration, friendships and connections that a creative project fosters. One student reflected that, “Seussical was the best part of the year. I think it was great how everyone worked together to perform a great musical. I got to know so many more people and created a strong bond with some students I had never even talked to.”

Parent and High School teacher, Megan Hastie, sums it up perfectly in her words, ‘a fabulous production, performed with joy and passion. A great opportunity to draw the School community together.’

Contributions by Meredith Colagiuri Year 7.

“a fabulous production, performed with joy and passion”

11 ST PAUL’S GRAMMAR SCHOOL

At yOur SErvICESTUDENTS AT ST PAUL’S ARE ALWAYS ON THE LOOKOUT TO HELP OTHERS IN LOCAL, NATIONAL AND INTERNATIONAL CONTEXTS.

of the hardships felt by people who are less fortunate than themselves.

With every donation, a small child is helped and saved from a life of hardship and is given a chance of living. Most children would have to walk miles to reach a tap of dirty water which they must carry back home, unsure if they would eat that night. Through the generosity from the St Paul’s community, hundreds of children will be given three meals a day as just five dollars can feed one child for one month.

The participation level in 2012 was higher than in any previous year; it was great to see everyone becoming enthusiastic and involved in such an important activity. The power of such a simple act really can change the life of another.

This semester, our Service Captain, Nicole Papadimitriou, has been liaising with Mrs Kirrily Leask to launch an important fundraiser.

This year, I have been helping organise the 40 Hour Famine along with Mrs Leask. Throughout the past few months, the amount of support given to the fundraising event was astounding. The most important aspect of any fundraising activity is getting the word out there for people to hear and learn about. Without their knowledge, nothing can be done to improve the situation.

For me, this involved handing out brochures and notes to encourage participation in the charity event on the 17th – 19th August 2012. By doing this, I was able to gain a closer connection with the importance of giving back and how such a simple act of kindness can change one person’s life.

Being deprived for 40 hours gave some understanding, on a small scale, the hunger felt by millions of the people around the world every day. This may include no use of technology, food, talking or furniture. These 40 hours enable anyone in the world the opportunity to gain an understanding

And as our community gets ready to embrace Christmas and all that comes with it, we are reminded by our International Captain, Monica Farrelly, that Christmas is a time to think of others less fortunate than ourselves and to see how we can be of service to them.

Continuing from last year’s success, Operation Christmas Child truly

blossomed this year with the inclusion of the wider School community. This initial success of the Operation can be accredited to the hard work of the Library Staff, especially Mrs Weeks and her expertise organisation. However, this year, the initiative was placed directly with the Leadership Team, in particular Nicole, Sarah and myself, as Captains of Portfolios.

Our initiative this year focused on the inclusion of the wider School community and the promotion of the “Christmas Ideal”. We hoped that the initiative itself did not focus particularly on the ideal of the obligation to give, instead showed the generosity of the wider School community. We were not disappointed with the response of the School community, with over 77 boxes sent in one afternoon.

On behalf of the leadership team, I extend our thanks to the school community for their involvement in this worthwhile initiative. This initiative has bestowed the important gift of love and generosity on so many children. The extent of this happiness is intangible and only provides greater encouragement for future involvement in this very worthwhile initiative.

fuTurum SPrinG 2012 12

As part of the Ib Diploma senior students complete the CAS or Creativity, Action and Service component. Our students reflect here upon the role of their service in the local community as they realise how important it can be to change their lives and attitudes and those of others.

vAIShALI DhANJIFor my service, I volunteer every Saturday morning at the Penrith City Toy Library, between 10:00am and 12:00pm. I work with two other volunteers every fortnight, which allows me to

build my collaborative, communicative, as well as independence skills. During these sessions, I spend the majority of the session cleaning toys, checking-in toys, re-numbering the toys with no visible number and sorting out the missing pieces. At other times, I’m assisting parents with any queries they may have and with locating their desired toys. These sessions usually consist of almost 20 or more children with their parents, bringing a great atmosphere of joy and liveliness to the sessions. This also presents a challenge of managing the children, which I happily meet to the best of my ability. This experience definitely allows me to develop and improve my commitment, independence, communication and organisational skills.

PAtrICk MuNSEy

To meet the community service requirements of the International Baccalaureate I have been involved in a graffiti removal group that is associated with the Windsor Rotary club. Once a fortnight my group gathers for around 4 hours on the weekend to remove graffiti from the residential Hawkesbury area. Through donations from the community, enough money has been raised to fund a trailer that holds all of the equipment needed for the job. Participating in the graffiti removal group is very fulfilling because of the positive feedback given by many people in the community and I would definitely suggest getting involved in any of the community service events held by your local Rotary club.

ADAM LEwISFor CAS I go to the Junior School every Wednesday lunch and coach Year 5 and 6 basketball for their PSSA teams. We usually start off with a few games of dodge ball and then do a few skills to do with basketball such as shooting, dribbling and passing. Everyone has fun and everyone gets involved which is great. We also welcome anyone who doesn't play for PSSA or anyone who doesn't play outside of school to get involved and to try something new!

13 ST PAUL’S GRAMMAR SCHOOL

CrEAtIvE wrItING CAMP 2012

Students spent their time working in small groups with mentor-teachers, learning how to generate ideas, seeking inspiration from a range of sources. They focused on the craft of writing, and the importance of editing and constructively critiquing their work. Jane Burke - whose most recent book Pig Boy won the 2012 Kelly Crime writing award - made an appearance and motivated students to see that the most unexpected or weirdest things around us can be transformed to make stories. It was also wonderful to have one of our ex-students and keen creative writing camp attendees, Sally Andrews, back to help tutor and mentor on our final day. It is such a privilege as staff to see our students as they continue on in their post-school adventures, to build and share the skills they developed during their time at St Paul’s, and particularly at the camp. This is an amazing camp, a wonderful opportunity to enrich and expand students’ lives. Any student who has a talent or interest in creative writing is encouraged to come! A big thank you to the staff gave up their time to attend – Mrs Hastie, Miss Sharpe, Mr Nunn and Mrs Wynne-Jones.

hErE ArE SOME OF thE MANy FINIShED PIECES…

Creative writing camp was, yet again, a great end to Term 3. Over 40 enthusiastic and imaginative students from Yrs 7-11 went to the Winmalee Christian Conference Centre, enjoying the peaceful atmosphere and using it as an inspiration to write.

From sand to rock, trees trunk, branch, leaf aplenty, we find

A burnt out log, with charred sticks and bark, a little gift in the form of fire passed.

The twigs now black charcoal, to pick and use,

And to make burnt memories to art.

by Elise Stephenson, Yr 7

To stop and think

My strength.

To know, to live

My desire.

To talk and comfort

my skill.

To insult, to deride

my weakness.

To grow, to love

my struggle.

To write, to create

My love.

by Nicholas McLoughlin, Yr 10

POEMStanding tall amongst the leaves,

Gnarled branches, fingers reaching for the sky,

Pale trunk dotted with age,

Pale green leaves merged with red,

The ground beneath it held its past-

Roots, long buried, twisted into knots below,

The trees around seemed to be a backdrop,

None of them able to surpass its beauty,

Stepping right up to that tree,

Smelling the wood, the tears of old,

The rough bark, a coat of honour,

One day this tree will die,

But right here it is a legacy,

A story of time.

by Molly bailey, Yr 8

WET CHEESE by Ursula Aczel, Yr 9

WET cheese sits

In

MY

fridge

Slimy like

saliva

gritty

like

mould

smelly

Like

MY

dog

YUMMY LIKE CHOCOLATE

Soft like a towel

SHARP

LIKE

A

KNIFE scary

like

a

ROLLER COASTER

WET cheese

the

PICTURE OF JOY

fuTurum SPrinG 2012 14

kEIth ArbLAStErIn conversation with Mathematics teacher and musical enthusiast, Mr Keith Arblaster, it is clear that staff at St Paul’s are multi-talented and keen to share their experiences with every student.

Prior to coming to St Paul’s, Keith was Head Teacher of Mathematics and Music at John Wycliffe Christian School, but wanted to leave the admin behind and return to the close day-to-day involvement with students.

In a few words, describe your typical day

Busy, friendly – me towards others and others towards me, thought provoking – about teaching, about pedagogy, about faith.

Most parents and students would know you as a Mathematics teacher at St Paul’s, but tell us about other things you are involved in.

I run the Jazz band which is open to all students; we’ve even had Junior School students in the past. I also assist Year 11 and 12 students by accompanying them, on bass or guitar, for examination pieces. When I am needed, I am happy to play at assemblies and to help out in the Music department. I arrange rather than compose, sometimes assisting students with their arrangements too.

Why Jazz?

The overreaching idea behind Jazz is explored in the music and through collaboration with others. Improvisation is at the heart of Jazz – it is free form and creative, but underpinning this expression is a strong tradition and theory of rhythm and harmony. Jazz is very expressive. I love how the chord structure can create unconventional harmonies.

Do you find similarities between Mathematics and Music?

The structure of Music, like Mathematics, is based on sound rules, conventions and structures. Many people do not see creativity in Mathematics, but there are artistic links between the two – music is an example of personal expression, but the rhythms and harmonies reflect the order of Mathematics. I believe it’s good to marry such different concepts – order and free form. Such diversity can only enrich our lives, especially seeing the merge of the two disciplines rather than putting each in a separate ‘box’.

What do you see as the value of this time with the Music students?

I feel passionately about teaching students that they don’t have to be locked into a stereotype of being either arty or mathematical. If my diverse interests can be an example to them that they do not have to choose, then that can only be a good thing! Some students who find Mathematics challenging may embark on a Mathematics lesson feeling a sense of trepidation, but music is traditionally less formal and more expressive; students who see both sides to me often benefit and are no longer intimidated by Mathematics. This can be the beginning of paving their road to success in a subject they previously found difficult.

Christianity and Mathematics?

Keith has a simple approach to this question – ‘my faith is me, it’s who I am’. It’s not a considered thing, my faith colours everything I do in school and outside.

Mathematics can be based in Christianity – connections can be made to help students understand abstract concepts such as zero or infinity. In the Mathematics’ Faculty, we also consider the ethical use of mathematical knowledge, such as finance and data. I believe that people should use mathematical knowledge to serve rather than to rule or to profit. However, if a student has been given a gift to understand mathematical theory and practice then he or she should be encouraged to pursue this knowledge for its own sake: As each has received a gift, use it to serve one another, as good stewards of God’s varied grace (1 Peter 4:10)

What are you looking forward to most about next year?

I am excited about the unknown – a new year brings so many possibilities and opportunities to interact with those around me. I am excited about the whole School musical; about being involved and working with lots of colleagues and students on a huge scale.

Staff Profile

15 ST PAUL’S GRAMMAR SCHOOL

EXPrESS yOurSELFThe Primary Years’ Programme (PYP) Exhibition, held in October, was all about student learning, a celebration of our Year 6 students’ skills of research and presentation. This spirit of inquiry is carried on by our students as they embark on the Middle Years’ Programme in the High School.

The transdisciplinary theme ‘How We Express Ourselves’ was chosen as it allowed the students to explore the perspectives that others had about issues in the world and how this was expressed by them.

Year 6 student, Matthew Seckold, talks about the process of the PYP:

“We came up with the central idea of ‘experience shapes our passions and how we express them’ and then from that we had to come up with what we wanted to explore, the Big Idea if you like.

I chose to do War and then had to start researching remembering the three key

concepts of Causation, Perspective and Connection. I had to think about why wars happen and how they start, how war is connected to other issues and to try to get different people’s opinions about war.

Everyone had to collate their information in a report and produce a survey of different questions to distribute throughout the different grades and present the information using graphs. We had to produce a major art work and plan what our final exhibition would look like.

The highlight for me was writing the information report because it brought together everything I had learnt. The presentation night was good, being able to communicate with people about what I had done. The most important skill I learnt was researching – finding and using primary sources and referencing.

We had to take a personal view on our issue and I came to the conclusion that war isn’t a very good thing, but can become necessary, depending on the circumstances. For World War 2, I think that it was acceptable; for example, if no one had stood up to Hitler, he could have become a world dictator!

Many staff are involved in the teaching and mentoring of our Year 6 students as well as planning and producing the PYP Exhibition. It is their expertise and time that ensures a diverse and rich learning experience. We thank them all.

fuTurum SPrinG 2012 16

‘Animals are friends who will never neglect you.’Emma Bryant, 6B

Everyone’s the same, Some just look different.’Ioan Hastie, 6B

‘Poverty is hard to live with and very hard to escape.’Erin Lewis, 6B

‘Renewable energy is the key to unlimited energy.’Benjamin MacCormick, 6H

‘See a homeless person, we weren’t made to walk past.’Cameron Simmons, 6H

‘Equal dedication should be equal appreciation.’Monique Cabban Galtarossa, 6C

‘No one will blame you for destroying the ecosystem, Except your children.’Christian Van Antwerpen, 6C

‘Thank God men can’t fly, and lay waste in the sky as well as the earth.’Jesse Rogers-Fellowes, 6C

‘A butterfly is unique. So is autism.’Madeleine Ellabban, 6H

17 ST PAUL’S GRAMMAR SCHOOL

Year 6 student Alyssa McCulloch went above and beyond when she embarked on her IB PYP this semester. Basing her enquiry on the survival of koalas, she was proactive in her search for knowledge about and solutions to their dwindling numbers.

alyssa (pictured here with elan Gock) playing the role of mrs mayor in ‘Seussical’.

FIvE MINutES wIth ALySSA MCCuLLOCh

So affected by the knowledge of the koalas’ struggle to live in an increasingly human environment, Alyssa persevered in her desire to help them. Her efforts culminated in a 2GB radio broadcast, where she was interviewed by Ben Fordham, and the setting up of a website where everyone can donate money by adopting a koala to ease the plight of this gentle Australian animal. Here’s how it all began…

“The week before we had to choose our PYP topic, I visited a friend’s place in Windsor Downs. The dogs were barking as we pulled in. They told us that there was a koala in a tree in their back yard so we went to have a look. They live locally, next to a nature reserve, and it was the idea that koalas live so close by that sparked my interest.

Once I had decided that koalas would be the focus of my project, I did some research on the Internet and discovered that there was a good breeding programme at Billabong Zoo in Port Macquarie. My mum and I took a 2 hour drive up to Port Macquarie to visit Billabong Zoo and the Port Macquarie Koala Hospital.

At Billabong Zoo, the koalas are like pets; they are tame and couldn’t survive

in the wild. However, the zoo’s breeding programme is very successful: the koalas are healthy, have lots of food and the constant temperature at Port Macquarie means a longer breeding season. It is this programme which ensures that koalas kept in captivity are strong.

The Koala Hospital offered a different perspective. Clearing forest areas and building new places are destroying koalas’ habitats. When they get moved, they get stressed and are more prone to diseases such as chlamydia which blinds them. They get caught in bush fires. Cats and dogs attack them. They drown. They get hit by cars. Swimming pools are a hazard too as they cross them, thinking they’re lakes, and then can’t get out the other side.

At the Hospital they keep the koalas wild, they are only handled when they are young and then when they are well again, they return them to their natural habitat. It’s like giving them a second chance at life.

When people adopt a koala it goes towards paying for medication for the animals. They only have 2 paid workers at the Hospital, everyone else works as a volunteer – that way the money they receive goes towards the koalas. All

their money is from donations and adoptions.

The vet gets paid and the tree collector gets paid – he collects Eucalypt branches from the side of the road in the early hours of the morning. Why? Because they are not allowed to collect from our National Parks and koalas will only eat leaves which are fresh, cut that day. If you give them branches which have been cut from the day before, they won’t touch them!

The PYP helps us to have good research skills. We have a chance to really investigate an issue and find something we are passionate about. The koala numbers in the wild are incredibly threatened and a lot of Australians have no idea; my PYP survey taught me that.

The PYP has helped me to learn a lot about myself as well as about the koalas. I would love to be a volunteer at the hospital when I am old enough. I have learnt that by using the koala as an example, I can also help other animals. It’s just amazing that in just 4 months the status of the koala has gone from vulnerable to endangered. It makes me wonder, “how much longer it will take before they are extinct?”

fuTurum SPrinG 2012 18

FIvE MINutES wIth AMANDA ShArPE

Amanda Sharpe is a new High School English teacher at St Paul’s. She attended Pacific Hills Christian School and Dural before attending Macquarie University and achieving a BA DipEd, majoring in English and Modern History. As a recently qualified teacher, Amanda reflects upon her first year at St Paul’s in a positive and enthusiastic way.

As a teacher relatively new to the profession, what words of wisdom would you offer others starting out?

When you leave university as a graduate teacher, you are filled with idealism; be prepared to have a fair number of your pre-conceived ideas about teaching, completely blown out of the water! Nothing truly prepares you for what it is like being solely responsible for a class. University pracs are great, so is casual teaching, but full-time, permanent teaching is a whole new world. At St Paul’s new teachers to the school are assigned a mentor which is a great idea and my mentor, Mrs Anne Commerford, has been inspirational.

Teachers learn with their students and new teachers have to put into practice the theory that they learnt in the classroom, sometimes literally on the go. You can be in the midst of a well-planned lesson but, no matter how enthusiastic you are, if your students aren’t ‘getting it’ then it’s time to change tack, immediately. If you don’t,

the students won’t be learning and your blood pressure will be getting dangerously high!

Lastly, double the amount of time you expect things will take; from exam marking, exam writing, report writing to learning how to work the photocopier or clear a paper-jam!

What has been the highlight of your first year at St Paul’s?

Year 10 Ski Camp was awesome. I am not a natural skier, but it was absolutely brilliant to get out there with the students and learn something new, sharing experiences of success and failure.

You have been involved in lots of extra-curricular activities this year, what do you see as the value of this time with the students?

It is a privilege to get to know students outside the classroom and to encourage them in interests that are non-academic; time spent doing this is

invaluable. The better you know your students, the more effective a teacher you can be.

How has your Christian faith informed your approaches to teaching this year?

As a Christian, I know that each student I teach is a beloved child of God. Jesus died to save every one of them. I have the opportunity to be part of their lives and this is a gift I don’t want to waste. So even when I’m not at my best, and when they are not at their best, I want to reflect back at them just a small amount of Christ’s love and help them to learn and reach their very best potential.

19 ST PAUL’S GRAMMAR SCHOOL

Richard is one of the few students of St Paul’s who undertook classes at all of the School’s various locations. He recalls ‘a small and tightly-knit cohort’ and early days that ‘were hard work, but also a lot of fun.’ A far cry from today, he remembers that, ‘free periods … found us laying turf for the main oval and surrounding areas and making mud bricks for the first few buildings at the School’s present location.’

Richard graduated from St Paul’s, did a PhD in finance and founded several companies in the 1990’s which he then sold. Presently he is Chairman and major shareholder of an investment company that is headquartered in Hong Kong and is active in various business

ChANtAL NGuyENWhen Chantal Nguyen (Class of 2005) graduated from St Paul’s, she wasn’t sure of her career path. Chantal wanted to further the international opportunities that she had experienced at the School, and sought out ways to aid others in Australia and abroad. Since her graduation, Chantal has compiled an impressive list of experiences including teaching at TEDA No.1 Middle School in Tiajing (St Paul’s Chinese sister school), competing in an international ‘laws of war’ competition in France, studying in Australia and Canada, and representing Australia as a diplomatic intern at the United Nations Human Rights Council in Switzerland.

Chantal describes the past 7 years as filled with, “...truly mind-opening,

sectors in Asia and the United States. Richard also sits on a number of other company boards and is a past Chairman and President of CPA Australia, one of the world’s largest professional accounting bodies. Richard also has a passion for education. He started lecturing at university in his early 20’s and was appointed a full-professor age 29. Presently he is Professor in Management (Accounting and Finance) at the Macquarie Graduate School of Management, where he is also Executive Director International. He is on the editorial boards of several leading international journals and is author or co-author of several books including a book on Australia’s competitiveness that will be published in early 2013.

rIChArD PEttyProfessor Richard Petty was one St Paul’s foundation students in 1983 when the School opened at St Paul’s Anglican Church, Cambridge Park.

humbling, and fulfilling opportunities for intellectual and spiritual growth.” After such a dynamic time studying, working, and backpacking overseas, she declares it is time to settle down. “Next year I’ll start working in law in Sydney, and gain admission as a lawyer. I am leading a

girls’ college group on a pilgrimage to Brazil for World Youth Day 2013, and in a couple of years I hope I’ll have the opportunity to complete a postgraduate international law degree overseas.”

fuTurum SPrinG 2012 20

ALuMNI uPDAtES:Fiona Lavender (nee Wheldon, graduate 2001, School Captain) is married to Scott Lavender (also 2001) and they live in Jamisontown. Fiona was a Secondary English teacher before taking a break to have their daughter, Annie. She now teaches on a casual basis. Scott was an Architectural Draftsman for a number of years before he decided to study a Bachelor of Theology at Sydney Missionary and Bible College. He finished in 2011 and he is now working in church ministry. They are expecting their second child in November.

Angie Duclos (1993 to 2005) completed an Advanced Diploma of Travel & Tourism Management and a Certificate III in Event Management before her work as a Travel & Event Coordinator. In 2008, Angie began working with Virgin Australia and she is now a part of the Virgin Blue Inflight Support Crew, training new staff for the business. Angie reflects, “everyone at school always knew that this was my dream and I have been living that dream for over 3 years now!”

Rachel White (class of 2001) graduated from the Sydney Conservatorium of Music in 2007 with a Bachelor of Music (Music Education). She attained a Certificate II in Animal Studies from Richmond TAFE, and spent two years working as a veterinary nurse and volunteering at Taronga Zoo. She has worked at various schools around Sydney, in 2011 at St Paul’s, and is currently teaching music at Chevalier College in Bowral.

Chris Moore (Graduate 1988-1993) is currently the Australian Army Photographer of the Year, having been presented the Damien Parer Award for recognising the most outstanding Australian Defence Forces’ photographers.

He graduated from St Paul’s in 1993, pursuing studies in Television, Advertising, Photography, Film Production and Cinematography.

After Chris left St Paul’s Grammar School, he worked in hospitality and promotional work before deciding that a more challenging career was in his future.

He was accepted into 1 Commando Company based at Mosman, later transitioning into the 2/17th Royal NSW Regiment (RNSWR) based at Pymble. Chris decided to join the Australian Army Aviation Corps - initially as an Aircraft Support Ground Crewman.

Chris is now working for the Australian Army Public Relations Service as a

Photographer & Videographer at the 1st Joint Public Affairs Unit in Canberra. Since joining the Unit he has been deployed on numerous operations to such places as Pakistan, Afghanistan, Europe and most of the Pacific Islands, including Kokoda in Papua New Guinea, where his grandfather fought in World War 2. In 2010 he was deployed on Operation Pakistan Assist 2 with the Australian Medical Aid Team to provide assistance following the floods in the region. He travelled with Prime Minister Gillard to Afghanistan, and two weeks later was on patrol with Australian Special Forces in Afghanistan. Chris was recently featured in the first issue of Military Contact magazine as their Combat Cameraman where they published a photographic essay of his work while deployed in Afghanistan.

Chris realises that, “It is a privilege to know that my photos can have a direct impact on people and their circumstances and convey what I see and experience to the rest of the world.”

CPL ChrIS MOOrE

All Alumni are invited to Foundation Day - Friday 5th April 2013. Please see back page of this issue for more information, or go to www.stpauls.nsw.edu.au/30thanniversary

If you have news and information you would like to share about your journey from St Paul's – please email alumni@stpauls.nsw.edu.au

21 ST PAUL’S GRAMMAR SCHOOL

C E L E B R AT I N G

3oYEARS1983-2013

C E L E B R AT I N G

3oYEARS1983-2013

30th Anniversary events in 2013The Sunset Soiree

5pm - Friday 2nd February - Junior School HallA social welcome back to 2013 for our parent community.

Foundation Day10am to 8pm - Friday 5th April

A time to commemorate our Founders and celebrate the community of the School. Including - Thanksgiving Service, House Spirit Day, Explore St Paul’s workshops, Twilight Markets and ‘Music on the Green’ - St Paul’s Alumni Concert.

Grandparents’ Day10am - Thursday 2nd May

A special day honouring and celebrating our Grandparents and their contribution to our diverse community

30th Anniversary Ball7.30pm - Saturday 1st June - Allphones Arena

All are invited to the formal celebration of our 30th Anniversary year along with our former Heads, Chairs, and Debutantes and Partners.

Dads & Daughters Date8am - Friday14th June - Junior School Hall

Our inaugural Year 7 & 8 Father/Daughter Breakfast, hosted by our School Captains.

30th Anniversary Valedictory Dinner7pm - Saturday 21st September - Allphones Arena

We honour the Class of 2013 and acknowledge the St Paul’s Alumni leaders from the last 30 years.

Presentation Evening7pm - Thursday 5th December - The Centre

The St Paul’s end of year celebration of 2013 and a farewell to Year 12.

For more information: www.stpauls.nsw.edu.au/30thanniversary

SPRING 2012SPRING 2012